03. Strategies for Promoting Inclusion in Making
This resource supports primary school teachers in designing inclusive making activities by translating key teaching strategies—such as Universal Design for Learning (UDL) and Differentiated Instruction (DI)—into practical, easy-to-apply guidelines
Universal Design for Learning (UDL) is a proactive approach to curriculum design that offers flexible pathways for engagement, representation, and expression to support all learners from the start.
Differentiated Instruction (DI) is a responsive teaching method that adapts content, process, product, and learning environment based on individual students’ readiness, interests, and learning profiles.
These two complementary approaches are brought together in the following list of key elements to consider when planning inclusive making activities that are accessible, meaningful, and engaging for all students.
01. Access to Understanding
Support how students perceive and make sense of information
- Offer multimodal inputs: Combine written, spoken, and visual formats (e.g., diagrams, videos, gestures) to present instructions, concepts, and tasks.
- Use hands-on materials: Let students explore tools and components before beginning; tactile interaction enhances understanding for many learners (e.g., Set up stations with materials).
- Clarify and simplify language: Use glossaries, visuals for technical terms, and symbol dictionaries to support students with language needs or cognitive barriers.
- Connect new content to what students already know: Help them activate prior knowledge or personal experiences related to the project.
- Include multiple cultural and personal perspectives: Choose examples, stories, and materials that reflect the diversity of your students.
- Adapt for accessibility: Integrate assistive technologies (e.g., screen readers, text-to-speech tools) for students with sensory or reading difficulties.
02. Flexible Pathways for Doing and Expressing
Support how students interact with materials and demonstrate their learning
- Provide options for tools and methods: Let students choose how to approach a task—through drawing, building, writing, video recording, etc.
- Anticipate and discuss challenges: Involve students in planning strategies for overcoming potential barriers before starting.
- Use scaffolding: Break tasks into manageable steps, provide models or templates, and gradually reduce support as students gain confidence.
- Support varied expression: Encourage different ways to document or present learning (e.g., digital slideshow, oral explanation, physical model).
- Foster collaboration: Offer group work opportunities where students can divide roles based on strengths, providing peer support.
- Use assistive devices and adapted tools: Ensure students with motor or communication challenges have access to what they need to fully participate.
03. Engagement and Motivation
Support how students stay engaged, interested, and invested in their learning
- Offer meaningful choices: Let students pick the focus of their project (e.g., based on personal interests, cultural identity, or community needs).
- Adjust the level of challenge: Design tiered tasks or offer entry points at different levels of complexity so all learners experience success and growth.
- Celebrate the process, not just the product: Emphasize exploration, revision, and discovery rather than perfection or “correct” outcomes.
- Build a safe, welcoming environment: Use inclusive language, promote peer respect, and create spaces where mistakes are seen as learning.
- Promote reflection and persistence: Guide students to set personal goals, monitor progress, and reflect on what they’re learning—both academically and socially.
- Encourage play and experimentation: Embed opportunities for joyful learning, curiosity, and imaginative thinking.
Extra Resources
Title: The UDL Guidelines
Type: website
Source: CAST, 2024
Language(s): English
Short Description (max 300 characters): The Universal Design Learning (UDL) Guidelines support educators, curriculum developers, researchers, parents, and more to apply the UDL framework to practice
License/Attribution: Creative Commons
Link/Attachment: https://udlguidelines.cast.org/
Title: Innovations in STEM education for students with disabilities: A critical examination
Type: Research paper
Source: International Journal of Science and Research Archive, 2024
Language(s): English
Short Description (max 300 characters): This paper examines inclusive STEM education for students with disabilities, highlighting innovative strategies, accessible resources, and the integration of Universal Design, Differentiated Instruction, and technology.
License/Attribution: Creative Commons
Link/Attachment: https://ijsra.net/content/innovations-stem-education-students-disabilities-critical-examination
