{"id":10111,"date":"2026-10-05T14:30:30","date_gmt":"2026-10-05T13:30:30","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=10111"},"modified":"2026-10-05T14:30:30","modified_gmt":"2026-10-05T13:30:30","slug":"inclusive-design","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/design-for-effective-learning\/inclusive-design\/","title":{"rendered":"Inclusive Design"},"content":{"rendered":"

Providing learning that is authentic, <\/span>meaningful<\/span> and relevant by recognising the needs and perspectives of all learners, and designing for all<\/span><\/h2>\n

Inclusive design of our programmes, modules or teaching sessions is essential to ensure we are providing learning that is authentic, meaningful and relevant, by recognising the needs and perspectives of all learners, and designing for all. On this page you will read about how you can support all learners in Higher Education, using the principles of inclusive, universally designed learning opportunities. It is for anyone who is teaching or supporting students, in any role.<\/span>\u00a0<\/span><\/p>\n

Inclusive design aligns to the Professional Standards Framework (PSF 2024) overall requirement for \u2018effective and inclusive practice\u2019, and in particular to Professional Values V1: Respecting individual learners and groups of learners, and V2: promoting engagement in learning and equity of opportunity. It is central to A1: \u2018Design and plan learning activities and\/or programmes\u2019. It also enables application of K1: \u2018How learners learn\u2019, and K2: \u2018Approaches to teaching and\/or supporting learning\u2019.\u00a0<\/span>\u00a0<\/span><\/p>\n

The Cardiff University Inclusive Education Enhancement Model<\/a> has a series of key targets for enhancing design which draw on research and sector recommendations.<\/span>\u00a0<\/span><\/p>\n

Enhancement Model Targets for Design:<\/span>\u00a0<\/span><\/p>\n