Issues
474 grouped issues in the June 2026
scan, ranked by instances.
WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-link-icon__word"> 3,124 instances on 300 pages
Affected pages (300)
Inclusive Education | Inclusive Education https://inclusive.tki.org.nz/ Mobile 2 · Desktop 1 About inclusive education | Inclusive Education https://inclusive.tki.org.nz/about-inclusive-education-2/ Mobile 6 · Desktop 6 About this website | Inclusive Education https://inclusive.tki.org.nz/about-this-website/ Mobile 2 · Desktop 2 Contact | Inclusive Education https://inclusive.tki.org.nz/feedback/ Mobile 2 · Desktop 2 Guides | Inclusive Education https://inclusive.tki.org.nz/guides/ Mobile 1 · Desktop 1 ADHD and learning | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/ Mobile 21 · Desktop 0 Support positive behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-positive-behaviour/ Mobile 8 · Desktop 0 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-social-interaction/ Mobile 9 · Desktop 0 Allergies and learning | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/ Mobile 23 · Desktop 0 Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 9 · Desktop 0 Reduce airborne allergy triggers | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/reduce-airborne-allergy-triggers/ Mobile 12 · Desktop 0 Review food safety policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-food-safety-policies-and-procedures/ Mobile 13 · Desktop 0 Review medication policies and procedures regarding access and storage | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-medication-policies-and-procedures-regarding-access-and-storage/ Mobile 14 · Desktop 0 Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 12 · Desktop 0 Asthma and learning | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/ Mobile 19 · Desktop 0 Asthma attack response | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-attack-response/ Mobile 9 · Desktop 0 Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 11 · Desktop 0 Identify and reduce common asthma triggers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/identify-and-reduce-common-asthma-triggers/ Mobile 9 · Desktop 0 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 9 · Desktop 0 Plan effective transitions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-effective-transitions/ Mobile 4 · Desktop 0 Plan safe EOTC trips and excursions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-safe-eotc-trips-and-excursions/ Mobile 10 · Desktop 0 Review your medication policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/review-your-medication-policies-and-procedures/ Mobile 10 · Desktop 0 Understanding asthma | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/understanding-asthma/ Mobile 5 · Desktop 0 Autism and learning | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/ Mobile 21 · Desktop 0 Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 14 · Desktop 0 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/gather-information-to-inform-practice/ Mobile 8 · Desktop 0 Support participation and confidence | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-participation-and-build-confidence-2/ Mobile 8 · Desktop 0 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation-2/ Mobile 9 · Desktop 0 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation/ Mobile 9 · Desktop 0 Understanding autism | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/understanding-autism/ Mobile 3 · Desktop 0 Behaviour and learning | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/ Mobile 41 · Desktop 0 Celebrate broad views of success | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/celebrate-broad-views-of-success/ Mobile 11 · Desktop 0 Connect with daily interactions | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/connect-with-daily-interactions/ Mobile 10 · Desktop 0 Create structure and routine | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-structure-and-routine/ Mobile 10 · Desktop 0 Create support plans | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-support-plans/ Mobile 11 · Desktop 0 Deepen relationships with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/deepen-relationships-with-students-and-whanau/ Mobile 10 · Desktop 0 Design responsive physical environments | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/design-responsive-physical-environments/ Mobile 10 · Desktop 0 Embed relational approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/embed-relational-approaches/ Mobile 11 · Desktop 0 Empower learners | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/empower-students/ Mobile 10 · Desktop 0 Honour and value te ao Māori | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/honour-and-value-te-ao-maori/ Mobile 11 · Desktop 0 Identify factors that shape behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/identify-factors-that-shape-behaviour/ Mobile 11 · Desktop 0 Manage times of stress or change | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/manage-times-of-stress-or-change/ Mobile 11 · Desktop 0 Plan and practise adult responses | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/plan-and-practise-adult-responses/ Mobile 11 · Desktop 0 Prioritise wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/prioritise-wellbeing/ Mobile 9 · Desktop 0 Recognise and remove barriers to learning | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-and-remove-barriers-to-learning/ Mobile 11 · Desktop 0 Recognise emerging distress | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-emerging-distress/ Mobile 11 · Desktop 0 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/reduce-overload-and-sensory-challenges/ Mobile 11 · Desktop 0 Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 10 · Desktop 0 Respond | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond/ Mobile 9 · Desktop 0 Restore | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/restore/ Mobile 11 · Desktop 0 Agree on clear expectations | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/set-clear-expectations/ Mobile 10 · Desktop 0 Support communication and self advocacy | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-communication-and-self-advocacy/ Mobile 11 · Desktop 0 Support positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-positive-peer-relationships/ Mobile 11 · Desktop 0 Teach and practise interpersonal skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-and-practise-interpersonal-skills/ Mobile 11 · Desktop 0 Teach coping strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-coping-strategies/ Mobile 9 · Desktop 0 Teach relaxation techniques | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-relaxation-techniques/ Mobile 9 · Desktop 0 Teach social and emotional skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-social-and-emotional-skills/ Mobile 12 · Desktop 0 Teach learners to enact school values | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-students-to-enact-school-values/ Mobile 8 · Desktop 0 Use trauma-informed practices | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand-the-impacts-of-trauma/ Mobile 10 · Desktop 0 Understanding behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand/ Mobile 8 · Desktop 0 Use de-escalation strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-de-escalation-strategies/ Mobile 11 · Desktop 0 Use flexible teaching approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-flexible-teaching-approaches-pedagogy/ Mobile 10 · Desktop 0 Value diversity | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/value-diversity/ Mobile 11 · Desktop 0 Supporting learners with acquired brain injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/ Mobile 28 · Desktop 0 Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 11 · Desktop 0 Changes to physical wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/changes-to-physical-wellbeing/ Mobile 11 · Desktop 0 Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 12 · Desktop 0 Effects of ABI on stages of development | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/effects-of-abi-on-stages-of-development/ Mobile 14 · Desktop 0 Monitor physical activity and offer options to allow rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/monitor-physical-activity/ Mobile 11 · Desktop 0 Provide social and emotional support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/provide-social-and-emotional-support/ Mobile 11 · Desktop 0 Review your school-wide approaches to preventing injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/review-your-school-wide-approaches-to-preventing-injury/ Mobile 12 · Desktop 0 Support an effective process for return to early childhood education or school | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-an-effective-process-for-return-to-ece-or-school/ Mobile 11 · Desktop 0 Support attention, communication, and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-attention-communication-and-organisation-3/ Mobile 12 · Desktop 0 Support physical recovery and provide opportunities for rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-physical-recovery-2/ Mobile 11 · Desktop 0 Understand the basics about ABI | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-basics-about-abi/ Mobile 3 · Desktop 0 Understand the injury and its implications | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-injury/ Mobile 12 · Desktop 0 Collaborative planning for learning | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/ Mobile 19 · Desktop 0 Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 13 · Desktop 0 Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 10 · Desktop 0 Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 9 · Desktop 0 Follow protocols for sharing information | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/follow-protocols-for-sharing-information/ Mobile 9 · Desktop 0 Provide support for whānau as learning collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/provide-support-for-whanau/ Mobile 10 · Desktop 0 Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 11 · Desktop 0 Understanding the Learning Support Delivery Model (LSDM) and new models for collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/understanding-the-learning-support-delivery-model/ Mobile 11 · Desktop 0 Curriculum accessibility | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/ Mobile 25 · Desktop 0 Design with ākonga variability in mind | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/design-with-akonga-variability-in-mind/ Mobile 10 · Desktop 0 Develop processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-processing-and-organisation-skills/ Mobile 10 · Desktop 0 Develop your hybrid learning vision | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-your-hybrid-learning-vision/ Mobile 10 · Desktop 0 Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 8 · Desktop 0 Gather information to guide hybrid approaches | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/gather-information-and-develop-a-plan/ Mobile 10 · Desktop 0 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence-2/ Mobile 9 · Desktop 0 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence/ Mobile 9 · Desktop 0 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga-2/ Mobile 10 · Desktop 0 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga/ Mobile 10 · Desktop 0 Present information, content, and materials in different ways to support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways-to-support-understanding/ Mobile 10 · Desktop 0 Present information, content, and materials in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways/ Mobile 10 · Desktop 0 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know-2/ Mobile 9 · Desktop 0 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know/ Mobile 10 · Desktop 0 Review reading and writing strategies (years 1-6) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-1-6/ Mobile 8 · Desktop 0 Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 8 · Desktop 0 Explore approaches for students years 1-8 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-16/ Mobile 7 · Desktop 0 Explore approaches for students years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-713/ Mobile 8 · Desktop 0 Support ākonga and whānau during hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-akonga-and-whanau-during-hybrid-learning/ Mobile 10 · Desktop 0 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-processing-and-organisation/ Mobile 9 · Desktop 0 Understand the need for hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understand-the-need-for-hybrid-learning/ Mobile 8 · Desktop 0 Understanding curriculum accessibility and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understanding-curriculum-accessibility-and-its-impact-on-learning/ Mobile 5 · Desktop 0 Deaf or hard of hearing students and learning | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ Mobile 23 · Desktop 0 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 9 · Desktop 0 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 8 · Desktop 0 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities-2/ Mobile 10 · Desktop 0 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities/ Mobile 9 · Desktop 0 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 9 · Desktop 0 Present information in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/present-information-in-different-ways/ Mobile 9 · Desktop 0 Provide support and options for students to create, learn and collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/provide-support-and-options-for-students-to-create-learn-and-collaborate/ Mobile 9 · Desktop 0 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-communication-using-recommended-approaches/ Mobile 9 · Desktop 0 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 10 · Desktop 0 Support students’ processing and organisational skills | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-students-processing-and-organisational-skills/ Mobile 10 · Desktop 0 Developing an inclusive classroom culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/ Mobile 17 · Desktop 0 Develop learner profiles with students | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/develop-learner-profiles-with-students/ Mobile 8 · Desktop 0 Focus on what a student can do and their next steps | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/focus-on-what-a-student-can-do-and-their-next-steps/ Mobile 8 · Desktop 0 Involve local iwi, Pasifika community, and cultural groups | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/involve-local-iwi-pasifika-community-and-cultural-groups/ Mobile 6 · Desktop 0 Strengthen a supportive peer culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/strengthen-a-supportive-peer-culture/ Mobile 10 · Desktop 0 Support student leadership with opportunities for responsibility within the school | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/support-student-leadership-with-opportunities-for-responsibility-within-the-school/ Mobile 8 · Desktop 0 Down syndrome and learning | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ Mobile 21 · Desktop 0 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 9 · Desktop 0 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 9 · Desktop 0 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/organisations-programmes-and-resources/ Mobile 4 · Desktop 0 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 8 · Desktop 0 Present information in different ways to support access and understanding | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/present-information-in-different-ways-to-support-access-and-understanding/ Mobile 8 · Desktop 0 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share-2/ Mobile 8 · Desktop 0 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share/ Mobile 9 · Desktop 0 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-communication-using-recommended-approaches/ Mobile 7 · Desktop 0 Support interaction and positive behaviour using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-interaction-and-positive-behaviour-using-recommended-approaches/ Mobile 6 · Desktop 0 Support literacy and numeracy using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-literacy-and-numeracy-using-recommended-approaches/ Mobile 9 · Desktop 0 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence-2/ Mobile 7 · Desktop 0 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence/ Mobile 9 · Desktop 0 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills-2/ Mobile 9 · Desktop 0 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills/ Mobile 9 · Desktop 0 Support thinking using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-thinking-using-recommended-approaches/ Mobile 7 · Desktop 0 Understanding Down syndrome | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/understanding-down-syndrome/ Mobile 3 · Desktop 0 Dyslexia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/ Mobile 40 · Desktop 0 Using classroom assessments and monitoring | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/classroom-assessments-and-monitoring/ Mobile 11 · Desktop 0 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/organisations-programmes-and-resources/ Mobile 6 · Desktop 0 Partner with whānau | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/partner-with-whanau/ Mobile 7 · Desktop 0 Present information in different ways, using a multi-sensory approach | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/present-information-in-different-ways-using-a-multi-sensory-approach2/ Mobile 12 · Desktop 0 Provide options for assessment | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-for-assessment2/ Mobile 12 · Desktop 0 Provide options to create, learn, and share | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-to-create-learn-and-share2/ Mobile 11 · Desktop 0 Recognise and manage stress and anxiety | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/recognise-and-manage-stress-and-anxiety/ Mobile 13 · Desktop 0 Strengthen vocabulary knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/strengthen-vocabulary-knowledge/ Mobile 11 · Desktop 0 Teach spelling skills explicitly | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/teach-spelling-strategies-explicitly/ Mobile 12 · Desktop 0 Understanding how to build fluency | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/understanding-how-to-build-fluency/ Mobile 11 · Desktop 0 Dyspraxia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/ Mobile 20 · Desktop 0 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-processing-and-organisation-9-13/ Mobile 9 · Desktop 0 Support self-management and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-self-management-and-organisation/ Mobile 9 · Desktop 0 Fetal alcohol spectrum disorder and learning | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/ Mobile 27 · Desktop 0 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/gather-information-to-inform-practice/ Mobile 8 · Desktop 0 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 11 · Desktop 0 Respond to FASD impacts on the brain | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/respond-to-fasd-impacts-on-the-brain/ Mobile 11 · Desktop 0 The New Zealand Curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/the-new-zealand-curriculum/ Mobile 1 · Desktop 0 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y1-8-manage-successful-transitions/ Mobile 12 · Desktop 0 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-manage-successful-transitions/ Mobile 12 · Desktop 0 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-provide-options-to-create-learn-and-share/ Mobile 11 · Desktop 0 Support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-support-understanding/ Mobile 12 · Desktop 0 Leading schools that include all learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/ Mobile 18 · Desktop 0 Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 9 · Desktop 0 Low vision and learning | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/ Mobile 21 · Desktop 0 Familiarise yourself with the Expanded Core Curriculum for students with low vision | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/familiarise-yourself-with-the-expanded-core-curriculum-for-students-with-low-vision/ Mobile 8 · Desktop 0 Use recommended approaches to support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/use-recommended-approaches-to-support-social-interaction/ Mobile 8 · Desktop 0 Partnering with parents, whānau, and communities | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/ Mobile 17 · Desktop 0 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 9 · Desktop 0 Value and utilise the knowledge, skills and experience of parents, whānau and the local community | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/value-and-utilise-the-knowledge-skills-and-experience-of-parents-whanau-and-the-local-community/ Mobile 5 · Desktop 0 Inclusive design modules - Planning for diversity | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/ Mobile 16 · Desktop 0 About this resource | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/about-this-resource/ Mobile 3 · Desktop 0 Design for diversity from the outset | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-for-diversity-from-the-outset/ Mobile 2 · Desktop 0 Design to remove barriers | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-to-remove-barriers/ Mobile 2 · Desktop 0 Designing for and with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/designing-for-and-with-akonga-and-whanau/ Mobile 2 · Desktop 0 A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 3 · Desktop 0 Unpacking biases | Creating spaces of belonging | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/unpacking-biases-creating-spaces-of-belonging/ Mobile 3 · Desktop 0 Valuing diversity (part 2) | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/valuing-diversity-part-2/ Mobile 3 · Desktop 0 Planning innovative learning environments (ILEs) | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/ Mobile 27 · Desktop 0 Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 9 · Desktop 0 Introduce new learning approaches and routines to parents and whānau prior to moving | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-new-learning-approaches-and-routines-to-parents-and-whanau-prior-to-moving/ Mobile 8 · Desktop 0 Introduce students to the new space prior to moving to build familiarity and minimise challenging situations | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-students-to-the-new-space-prior-to-moving-to-build-familiarity-and-minimise-challenging-situations/ Mobile 6 · Desktop 0 Reflect cultural perspectives, consider te ao Māori and other cultures, design to support protocols and practices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/reflect-cultural-perspectives-consider-te-ao-maori-and-other-cultures-design-to-support-protocols-and-practices/ Mobile 12 · Desktop 0 Welcome parent and community input of support, expertise, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/welcome-parent-and-community-input-of-support-expertise-and-resources/ Mobile 6 · Desktop 0 Preparing students to leave school | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/ Mobile 17 · Desktop 0 Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 11 · Desktop 0 Support wellbeing and hauora | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/support-wellbeing-and-hauora/ Mobile 11 · Desktop 0 Speech, Language and Communication | Inclusive Education https://inclusive.tki.org.nz/guides/speech-language-and-communication/ Mobile 24 · Desktop 0 Supporting ākonga Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/ Mobile 24 · Desktop 0 Explore beliefs, values, and expectations of parents and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/beliefs-values-and-expectations-of-parents-and-whanau/ Mobile 9 · Desktop 0 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/build-relationships-through-connection-understanding-and-trust/ Mobile 9 · Desktop 0 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-learner-profiles/ Mobile 8 · Desktop 0 Integrate te reo Māori and tikanga Māori into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-ways-to-integrate-te-reo-maori-and-tikanga-maori-into-your-classroom-programme/ Mobile 9 · Desktop 0 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 7 · Desktop 0 Share their mihi as part of classroom learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-opportunities-for-students-to-share-their-mihi/ Mobile 7 · Desktop 0 Discuss ākonga Māori learning and wellbeing, and plan effective support | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-regular-opportunities-to-discuss-students-learning-and-wellbeing-and-plan-effective-support/ Mobile 9 · Desktop 0 Foster whānau engagement | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/foster-whanau-engagement/ Mobile 7 · Desktop 0 Make cultural links between ākonga Māori stories and experiences to new ideas and concepts | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/make-cultural-links-between-maori-students-stories-and-experiences-to-new-ideas-and-concepts/ Mobile 9 · Desktop 0 Partner with whānau, parents, and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/partner-with-whanau-parents-and-caregivers/ Mobile 10 · Desktop 0 Promoting kaupapa Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/promoting-kaupapa-maori/ Mobile 11 · Desktop 0 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/provide-leadership-opportunities/ Mobile 8 · Desktop 0 Review recent research, commentary, and initiatives | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/review-recent-research-commentary-and-initiatives/ Mobile 9 · Desktop 0 Upholding the rights of ākonga Māori and their whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/upholding-the-rights-of-akonga-maori-and-their-whanau/ Mobile 10 · Desktop 0 Value whānau and community expertise and networks | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/value-whanau-and-community-expertise-and-networks/ Mobile 4 · Desktop 0 Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 9 · Desktop 0 Supporting effective teacher aide practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-effective-teacher-aide-practice/ Mobile 18 · Desktop 0 Supporting LGBTQIA+ students | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/ Mobile 25 · Desktop 0 Build understanding of key concepts and terms | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/build-understanding-of-key-concepts-and-terms/ Mobile 10 · Desktop 0 Develop inclusive policies and systems, and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/develop-inclusive-policies-and-systems-and-procedures/ Mobile 15 · Desktop 0 Engage with community perspectives and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/engage-with-community-perspectives-and-expectations/ Mobile 14 · Desktop 0 Explore Māori and Pasifika understandings about sex characteristics, gender, and sexuality diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/explore-maori-and-pasifika-understandings-about-sex-characteristics-gender-and-sexuality-diversity/ Mobile 9 · Desktop 0 Make LGBTQIA+ content and themes visible across the curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/make-lgbtqia-content-and-themes-visible-across-the-curriculum/ Mobile 11 · Desktop 0 Plan sexuality and gender education years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/plan-sexuality-and-gender-education-years-9-13/ Mobile 7 · Desktop 0 Provide accessible, gender-neutral toilets | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-accessible-gender-neutral-toilets/ Mobile 9 · Desktop 0 Provide safe spaces, changing rooms and school trips | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-safe-spaces-changing-rooms-and-school-trips/ Mobile 13 · Desktop 0 Understand legal obligations and children's rights | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/understand-legal-obligations-and-childrens-rights/ Mobile 10 · Desktop 0 Use targeted programmes to facilitate opportunities for healthy discussion about sexuality, gender identity, and diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/use-targeted-programmes-to-facilitate-opportunities-for-healthy-discussion-about-sexuality-gender-identity-and-diversity/ Mobile 11 · Desktop 0 Supporting Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ Mobile 21 · Desktop 0 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 7 · Desktop 0 Create a welcoming environment where parents and families can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/create-a-welcoming-environment-where-parents-and-families-can-openly-discuss-concerns/ Mobile 9 · Desktop 0 Develop critical consciousness | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/developing-critical-consciousness/ Mobile 9 · Desktop 0 Explore family beliefs, values, and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/explore-family-beliefs-values-and-expectations/ Mobile 8 · Desktop 0 Integrate Pacific languages and practices into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/integrate-pacific-languages-and-practices-into-your-classroom-programme/ Mobile 9 · Desktop 0 Lead inclusive practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/leading-inclusive-practice/ Mobile 9 · Desktop 0 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/make-personal-connections-to-develop-understanding-and-trust/ Mobile 8 · Desktop 0 Partner with parents and family to support their child's learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/partner-with-parents-and-family-to-support-their-childs-learning/ Mobile 10 · Desktop 0 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/provide-leadership-opportunities/ Mobile 9 · Desktop 0 Strengthen Pacific community engagement to support student learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/strengthen-pacific-community-engagement-to-support-student-learning/ Mobile 6 · Desktop 0 Support Pacific learners with English as a second language | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/support-pacific-learners-with-english-as-a-second-language/ Mobile 9 · Desktop 0 Uphold Pacific values | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding-rights/ Mobile 10 · Desktop 0 Success as Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding/ Mobile 10 · Desktop 0 Use technologies to support learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/use-technologies-to-support-learning/ Mobile 8 · Desktop 0 Supporting positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/ Mobile 11 · Desktop 0 Cooperative learning strategies | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/cooperative-learning-strategies/ Mobile 9 · Desktop 0 Facilitate positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/facilitate-positive-peer-relationships/ Mobile 11 · Desktop 0 Organise a collaborative environment | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/organise-a-collaborative-environment/ Mobile 8 · Desktop 0 Plan opportunities for students to collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/plan-opportunities-for-students-to-collaborate/ Mobile 8 · Desktop 0 Support friendships with structured approaches | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-friendships-with-structured-approaches/ Mobile 10 · Desktop 0 Support students in the playground | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-students-in-the-playground/ Mobile 11 · Desktop 0 Teach social skills | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/teach-social-skills/ Mobile 10 · Desktop 0 Understand social and emotional learning (SEL) | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/understand-social-and-emotional-learning-sel/ Mobile 11 · Desktop 0 Te Ara Ako – Learning pathways in times of change | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/ Mobile 21 · Desktop 0 Accessing the physical environment | Te whai wāhi ki te taiao kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/accessing-the-physical-environment-te-whai-wahi-ki-te-taiao-kura/ Mobile 7 · Desktop 0 Consider PATH as a planning tool | He taputapu whakamahere | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/consider-path-as-a-planning-tool-he-taputapu-whakamahere/ Mobile 7 · Desktop 0 Create an accessible learning environment | Te waihanga wāhi ako tomopai | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/create-an-accessible-learning-environment-te-waihanga-wahi-ako-tomopai/ Mobile 8 · Desktop 0 Embed familiar supports | Ngā taituarā e mōhiotia ana | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/embed-familiar-supports-nga-taituara-e-mohiotia-ana/ Mobile 7 · Desktop 0 Enable social supports | Ngā taituarā pāpori | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/enable-social-supports-nga-taituara-papori/ Mobile 10 · Desktop 0 Ensure safety and wellbeing | Haumarutanga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/ensure-safety-and-wellbeing-haumarutanga/ Mobile 9 · Desktop 0 Explore learning environments | Te ao o ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/explore-learning-environments-te-ao-o-nga-akonga/ Mobile 9 · Desktop 0 Exploring supports | Ngā taituarā | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/exploring-supports-nga-taituara/ Mobile 8 · Desktop 0 Get to know ākonga | Te mōhio ki ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-akonga-te-mohio-ki-nga-akonga/ Mobile 8 · Desktop 0 Get to know whānau | Te mōhio ki te whānau | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-whanau-te-mohio-ki-te-whanau/ Mobile 10 · Desktop 0 Inclusive practice: Early years to primary | Te whare kōhungahunga ki te kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-early-years-to-primary-te-whare-kohungahunga-ki-te-kura/ Mobile 8 · Desktop 0 Inclusive practice: Primary to secondary | Kura tuatahi ki te kura tuarua | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-primary-to-secondary-te-kura-tuatahi-ki-te-kura-tuarua/ Mobile 8 · Desktop 0 Principles and purpose | Ngā mātāpono | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/principles-and-purpose-nga-matapono/ Mobile 3 · Desktop 0 Strengthen support team relationships | Te whakakaha hononga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/strengthen-support-team-relationships-te-whakakaha-hononga/ Mobile 5 · Desktop 0 Technology tools for learning | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/ Mobile 17 · Desktop 0 Getting and using Ministry of Education funded assistive technologies | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/getting-and-using-ministry-of-education-funded-assistive-technologies/ Mobile 6 · Desktop 0 Identify learner needs | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/identify-learner-needs/ Mobile 8 · Desktop 0 Offer a range of supports | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/offer-a-range-of-supports/ Mobile 6 · Desktop 0 Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 9 · Desktop 0 Understanding technology and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/understanding-technology-and-its-impact-on-learning/ Mobile 4 · Desktop 0 What are funded assistive technologies (ATs) | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/what-are-funded-assistive-technologies/ Mobile 6 · Desktop 0 The role of school boards | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/ Mobile 13 · Desktop 0 Identify what makes an inclusive school | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/identify-what-makes-an-inclusive-school/ Mobile 10 · Desktop 0 Meet national and international obligations, policies, and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/meet-national-and-international-obligations-policies-and-guidelines/ Mobile 9 · Desktop 0 Review community and financial resources available to support all your students | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-community-and-financial-resources-available-to-support-all-your-students/ Mobile 7 · Desktop 0 Review legal requirements under NZ law | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-legal-requirements-under-nz-law/ Mobile 9 · Desktop 0 Universal Design for Learning | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ Mobile 40 · Desktop 0 Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 9 · Desktop 0 Consider universal supports and useful options | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/consider-universal-supports-and-useful-options/ Mobile 11 · Desktop 0 Create barrier-free goals and objectives | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/create-barrier-free-goals-and-objectives/ Mobile 11 · Desktop 0 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding-2/ Mobile 11 · Desktop 0 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding/ Mobile 12 · Desktop 0 Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 11 · Desktop 0 Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 12 · Desktop 0 Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 8 · Desktop 0 Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 11 · Desktop 0 Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 9 · Desktop 0 Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 11 · Desktop 0 Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 12 · Desktop 0 Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 11 · Desktop 0 Design the experience utilising the UDL Guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-the-experience-utilising-the-udl-guidelines/ Mobile 12 · Desktop 0 Ensure materials and resources are flexibly designed and accessible to all | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ensure-materials-and-resources-are-flexibly-designed-and-accessible-to-all-2/ Mobile 11 · Desktop 0 Identify barriers and supports | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-barriers-and-supports/ Mobile 9 · Desktop 0 Identify potential barriers to learning and wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-potential-barriers-to-learning-and-wellbeing/ Mobile 11 · Desktop 0 Learner variability | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/learner-variability-matters/ Mobile 11 · Desktop 0 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences-2/ Mobile 11 · Desktop 0 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences/ Mobile 11 · Desktop 0 Myths and facts about UDL | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/myths-and-facts-about-udl/ Mobile 6 · Desktop 0 Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 9 · Desktop 0 Prepare the physical and virtual environments for flexibility and personalisation | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-the-physical-and-virtual-environments-for-flexibility-and-personalisation-2/ Mobile 10 · Desktop 0 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting-2/ Mobile 12 · Desktop 0 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting/ Mobile 11 · Desktop 0 Take a people-first approach | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/take-a-people-first-approach/ Mobile 9 · Desktop 0 Teach, evaluate, and revise against the UDL guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/teach-evaluate-and-revise-against-the-udl-guidelines/ Mobile 10 · Desktop 0 UDL and differentiation and how they are connected | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-and-differentiation-and-how-they-are-connected/ Mobile 10 · Desktop 0 UDL framework and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-framework-guidelines/ Mobile 10 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="a b-link-icon__liner"> 3,068 instances on 300 pages
Affected pages (300)
Inclusive Education | Inclusive Education https://inclusive.tki.org.nz/ Mobile 2 · Desktop 1 About inclusive education | Inclusive Education https://inclusive.tki.org.nz/about-inclusive-education-2/ Mobile 5 · Desktop 5 About this website | Inclusive Education https://inclusive.tki.org.nz/about-this-website/ Mobile 2 · Desktop 2 Contact | Inclusive Education https://inclusive.tki.org.nz/feedback/ Mobile 1 · Desktop 1 Guides | Inclusive Education https://inclusive.tki.org.nz/guides/ Mobile 1 · Desktop 1 ADHD and learning | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/ Mobile 20 · Desktop 0 Support positive behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-positive-behaviour/ Mobile 8 · Desktop 0 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-social-interaction/ Mobile 9 · Desktop 0 Allergies and learning | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/ Mobile 22 · Desktop 0 Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 9 · Desktop 0 Reduce airborne allergy triggers | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/reduce-airborne-allergy-triggers/ Mobile 12 · Desktop 0 Review food safety policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-food-safety-policies-and-procedures/ Mobile 13 · Desktop 0 Review medication policies and procedures regarding access and storage | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-medication-policies-and-procedures-regarding-access-and-storage/ Mobile 12 · Desktop 0 Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 12 · Desktop 0 Asthma and learning | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/ Mobile 18 · Desktop 0 Asthma attack response | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-attack-response/ Mobile 9 · Desktop 0 Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 11 · Desktop 0 Identify and reduce common asthma triggers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/identify-and-reduce-common-asthma-triggers/ Mobile 9 · Desktop 0 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 9 · Desktop 0 Plan effective transitions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-effective-transitions/ Mobile 4 · Desktop 0 Plan safe EOTC trips and excursions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-safe-eotc-trips-and-excursions/ Mobile 10 · Desktop 0 Review your medication policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/review-your-medication-policies-and-procedures/ Mobile 10 · Desktop 0 Understanding asthma | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/understanding-asthma/ Mobile 4 · Desktop 0 Autism and learning | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/ Mobile 20 · Desktop 0 Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 14 · Desktop 0 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/gather-information-to-inform-practice/ Mobile 8 · Desktop 0 Support participation and confidence | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-participation-and-build-confidence-2/ Mobile 8 · Desktop 0 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation-2/ Mobile 9 · Desktop 0 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation/ Mobile 9 · Desktop 0 Understanding autism | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/understanding-autism/ Mobile 3 · Desktop 0 Behaviour and learning | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/ Mobile 37 · Desktop 0 Celebrate broad views of success | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/celebrate-broad-views-of-success/ Mobile 11 · Desktop 0 Connect with daily interactions | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/connect-with-daily-interactions/ Mobile 10 · Desktop 0 Create structure and routine | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-structure-and-routine/ Mobile 10 · Desktop 0 Create support plans | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-support-plans/ Mobile 11 · Desktop 0 Deepen relationships with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/deepen-relationships-with-students-and-whanau/ Mobile 10 · Desktop 0 Design responsive physical environments | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/design-responsive-physical-environments/ Mobile 10 · Desktop 0 Embed relational approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/embed-relational-approaches/ Mobile 11 · Desktop 0 Empower learners | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/empower-students/ Mobile 9 · Desktop 0 Honour and value te ao Māori | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/honour-and-value-te-ao-maori/ Mobile 11 · Desktop 0 Identify factors that shape behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/identify-factors-that-shape-behaviour/ Mobile 11 · Desktop 0 Manage times of stress or change | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/manage-times-of-stress-or-change/ Mobile 11 · Desktop 0 Plan and practise adult responses | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/plan-and-practise-adult-responses/ Mobile 11 · Desktop 0 Prioritise wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/prioritise-wellbeing/ Mobile 9 · Desktop 0 Recognise and remove barriers to learning | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-and-remove-barriers-to-learning/ Mobile 11 · Desktop 0 Recognise emerging distress | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-emerging-distress/ Mobile 11 · Desktop 0 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/reduce-overload-and-sensory-challenges/ Mobile 11 · Desktop 0 Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 7 · Desktop 0 Respond | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond/ Mobile 7 · Desktop 0 Restore | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/restore/ Mobile 8 · Desktop 0 Agree on clear expectations | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/set-clear-expectations/ Mobile 10 · Desktop 0 Support communication and self advocacy | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-communication-and-self-advocacy/ Mobile 11 · Desktop 0 Support positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-positive-peer-relationships/ Mobile 11 · Desktop 0 Teach and practise interpersonal skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-and-practise-interpersonal-skills/ Mobile 11 · Desktop 0 Teach coping strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-coping-strategies/ Mobile 9 · Desktop 0 Teach relaxation techniques | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-relaxation-techniques/ Mobile 9 · Desktop 0 Teach social and emotional skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-social-and-emotional-skills/ Mobile 11 · Desktop 0 Teach learners to enact school values | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-students-to-enact-school-values/ Mobile 8 · Desktop 0 Use trauma-informed practices | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand-the-impacts-of-trauma/ Mobile 9 · Desktop 0 Understanding behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand/ Mobile 8 · Desktop 0 Use de-escalation strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-de-escalation-strategies/ Mobile 8 · Desktop 0 Use flexible teaching approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-flexible-teaching-approaches-pedagogy/ Mobile 10 · Desktop 0 Value diversity | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/value-diversity/ Mobile 11 · Desktop 0 Supporting learners with acquired brain injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/ Mobile 27 · Desktop 0 Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 11 · Desktop 0 Changes to physical wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/changes-to-physical-wellbeing/ Mobile 11 · Desktop 0 Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 11 · Desktop 0 Effects of ABI on stages of development | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/effects-of-abi-on-stages-of-development/ Mobile 14 · Desktop 0 Monitor physical activity and offer options to allow rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/monitor-physical-activity/ Mobile 11 · Desktop 0 Provide social and emotional support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/provide-social-and-emotional-support/ Mobile 11 · Desktop 0 Review your school-wide approaches to preventing injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/review-your-school-wide-approaches-to-preventing-injury/ Mobile 12 · Desktop 0 Support an effective process for return to early childhood education or school | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-an-effective-process-for-return-to-ece-or-school/ Mobile 11 · Desktop 0 Support attention, communication, and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-attention-communication-and-organisation-3/ Mobile 12 · Desktop 0 Support physical recovery and provide opportunities for rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-physical-recovery-2/ Mobile 11 · Desktop 0 Understand the basics about ABI | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-basics-about-abi/ Mobile 2 · Desktop 0 Understand the injury and its implications | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-injury/ Mobile 12 · Desktop 0 Collaborative planning for learning | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/ Mobile 18 · Desktop 0 Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 13 · Desktop 0 Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 10 · Desktop 0 Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 9 · Desktop 0 Follow protocols for sharing information | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/follow-protocols-for-sharing-information/ Mobile 9 · Desktop 0 Provide support for whānau as learning collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/provide-support-for-whanau/ Mobile 10 · Desktop 0 Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 11 · Desktop 0 Understanding the Learning Support Delivery Model (LSDM) and new models for collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/understanding-the-learning-support-delivery-model/ Mobile 11 · Desktop 0 Curriculum accessibility | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/ Mobile 24 · Desktop 0 Design with ākonga variability in mind | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/design-with-akonga-variability-in-mind/ Mobile 10 · Desktop 0 Develop processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-processing-and-organisation-skills/ Mobile 10 · Desktop 0 Develop your hybrid learning vision | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-your-hybrid-learning-vision/ Mobile 10 · Desktop 0 Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 8 · Desktop 0 Gather information to guide hybrid approaches | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/gather-information-and-develop-a-plan/ Mobile 10 · Desktop 0 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence-2/ Mobile 9 · Desktop 0 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence/ Mobile 9 · Desktop 0 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga-2/ Mobile 10 · Desktop 0 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga/ Mobile 10 · Desktop 0 Present information, content, and materials in different ways to support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways-to-support-understanding/ Mobile 10 · Desktop 0 Present information, content, and materials in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways/ Mobile 10 · Desktop 0 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know-2/ Mobile 9 · Desktop 0 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know/ Mobile 10 · Desktop 0 Review reading and writing strategies (years 1-6) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-1-6/ Mobile 8 · Desktop 0 Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 8 · Desktop 0 Explore approaches for students years 1-8 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-16/ Mobile 7 · Desktop 0 Explore approaches for students years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-713/ Mobile 8 · Desktop 0 Support ākonga and whānau during hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-akonga-and-whanau-during-hybrid-learning/ Mobile 10 · Desktop 0 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-processing-and-organisation/ Mobile 9 · Desktop 0 Understand the need for hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understand-the-need-for-hybrid-learning/ Mobile 8 · Desktop 0 Understanding curriculum accessibility and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understanding-curriculum-accessibility-and-its-impact-on-learning/ Mobile 5 · Desktop 0 Deaf or hard of hearing students and learning | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ Mobile 22 · Desktop 0 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 9 · Desktop 0 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 8 · Desktop 0 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities-2/ Mobile 10 · Desktop 0 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities/ Mobile 9 · Desktop 0 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 9 · Desktop 0 Present information in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/present-information-in-different-ways/ Mobile 9 · Desktop 0 Provide support and options for students to create, learn and collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/provide-support-and-options-for-students-to-create-learn-and-collaborate/ Mobile 9 · Desktop 0 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-communication-using-recommended-approaches/ Mobile 9 · Desktop 0 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 10 · Desktop 0 Support students’ processing and organisational skills | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-students-processing-and-organisational-skills/ Mobile 10 · Desktop 0 Developing an inclusive classroom culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/ Mobile 17 · Desktop 0 Develop learner profiles with students | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/develop-learner-profiles-with-students/ Mobile 8 · Desktop 0 Focus on what a student can do and their next steps | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/focus-on-what-a-student-can-do-and-their-next-steps/ Mobile 8 · Desktop 0 Involve local iwi, Pasifika community, and cultural groups | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/involve-local-iwi-pasifika-community-and-cultural-groups/ Mobile 6 · Desktop 0 Strengthen a supportive peer culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/strengthen-a-supportive-peer-culture/ Mobile 10 · Desktop 0 Support student leadership with opportunities for responsibility within the school | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/support-student-leadership-with-opportunities-for-responsibility-within-the-school/ Mobile 7 · Desktop 0 Down syndrome and learning | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ Mobile 20 · Desktop 0 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 9 · Desktop 0 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 9 · Desktop 0 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/organisations-programmes-and-resources/ Mobile 4 · Desktop 0 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 8 · Desktop 0 Present information in different ways to support access and understanding | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/present-information-in-different-ways-to-support-access-and-understanding/ Mobile 8 · Desktop 0 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share-2/ Mobile 8 · Desktop 0 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share/ Mobile 9 · Desktop 0 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-communication-using-recommended-approaches/ Mobile 7 · Desktop 0 Support interaction and positive behaviour using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-interaction-and-positive-behaviour-using-recommended-approaches/ Mobile 6 · Desktop 0 Support literacy and numeracy using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-literacy-and-numeracy-using-recommended-approaches/ Mobile 9 · Desktop 0 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence-2/ Mobile 7 · Desktop 0 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence/ Mobile 9 · Desktop 0 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills-2/ Mobile 9 · Desktop 0 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills/ Mobile 9 · Desktop 0 Support thinking using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-thinking-using-recommended-approaches/ Mobile 7 · Desktop 0 Understanding Down syndrome | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/understanding-down-syndrome/ Mobile 2 · Desktop 0 Dyslexia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/ Mobile 39 · Desktop 0 Using classroom assessments and monitoring | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/classroom-assessments-and-monitoring/ Mobile 11 · Desktop 0 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/organisations-programmes-and-resources/ Mobile 6 · Desktop 0 Partner with whānau | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/partner-with-whanau/ Mobile 7 · Desktop 0 Present information in different ways, using a multi-sensory approach | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/present-information-in-different-ways-using-a-multi-sensory-approach2/ Mobile 12 · Desktop 0 Provide options for assessment | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-for-assessment2/ Mobile 12 · Desktop 0 Provide options to create, learn, and share | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-to-create-learn-and-share2/ Mobile 11 · Desktop 0 Recognise and manage stress and anxiety | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/recognise-and-manage-stress-and-anxiety/ Mobile 13 · Desktop 0 Strengthen vocabulary knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/strengthen-vocabulary-knowledge/ Mobile 11 · Desktop 0 Teach spelling skills explicitly | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/teach-spelling-strategies-explicitly/ Mobile 12 · Desktop 0 Understanding how to build fluency | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/understanding-how-to-build-fluency/ Mobile 11 · Desktop 0 Dyspraxia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/ Mobile 19 · Desktop 0 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-processing-and-organisation-9-13/ Mobile 9 · Desktop 0 Support self-management and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-self-management-and-organisation/ Mobile 9 · Desktop 0 Fetal alcohol spectrum disorder and learning | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/ Mobile 26 · Desktop 0 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/gather-information-to-inform-practice/ Mobile 8 · Desktop 0 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 11 · Desktop 0 Respond to FASD impacts on the brain | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/respond-to-fasd-impacts-on-the-brain/ Mobile 10 · Desktop 0 The New Zealand Curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/the-new-zealand-curriculum/ Mobile 1 · Desktop 0 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y1-8-manage-successful-transitions/ Mobile 12 · Desktop 0 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-manage-successful-transitions/ Mobile 12 · Desktop 0 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-provide-options-to-create-learn-and-share/ Mobile 10 · Desktop 0 Support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-support-understanding/ Mobile 12 · Desktop 0 Leading schools that include all learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/ Mobile 17 · Desktop 0 Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 9 · Desktop 0 Low vision and learning | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/ Mobile 20 · Desktop 0 Familiarise yourself with the Expanded Core Curriculum for students with low vision | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/familiarise-yourself-with-the-expanded-core-curriculum-for-students-with-low-vision/ Mobile 8 · Desktop 0 Use recommended approaches to support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/use-recommended-approaches-to-support-social-interaction/ Mobile 8 · Desktop 0 Partnering with parents, whānau, and communities | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/ Mobile 17 · Desktop 0 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 9 · Desktop 0 Value and utilise the knowledge, skills and experience of parents, whānau and the local community | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/value-and-utilise-the-knowledge-skills-and-experience-of-parents-whanau-and-the-local-community/ Mobile 5 · Desktop 0 Inclusive design modules - Planning for diversity | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/ Mobile 15 · Desktop 0 About this resource | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/about-this-resource/ Mobile 1 · Desktop 0 Design for diversity from the outset | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-for-diversity-from-the-outset/ Mobile 2 · Desktop 0 Design to remove barriers | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-to-remove-barriers/ Mobile 2 · Desktop 0 Designing for and with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/designing-for-and-with-akonga-and-whanau/ Mobile 2 · Desktop 0 A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 4 · Desktop 0 Unpacking biases | Creating spaces of belonging | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/unpacking-biases-creating-spaces-of-belonging/ Mobile 3 · Desktop 0 Valuing diversity (part 2) | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/valuing-diversity-part-2/ Mobile 3 · Desktop 0 Planning innovative learning environments (ILEs) | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/ Mobile 26 · Desktop 0 Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 9 · Desktop 0 Introduce new learning approaches and routines to parents and whānau prior to moving | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-new-learning-approaches-and-routines-to-parents-and-whanau-prior-to-moving/ Mobile 8 · Desktop 0 Introduce students to the new space prior to moving to build familiarity and minimise challenging situations | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-students-to-the-new-space-prior-to-moving-to-build-familiarity-and-minimise-challenging-situations/ Mobile 6 · Desktop 0 Reflect cultural perspectives, consider te ao Māori and other cultures, design to support protocols and practices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/reflect-cultural-perspectives-consider-te-ao-maori-and-other-cultures-design-to-support-protocols-and-practices/ Mobile 11 · Desktop 0 Welcome parent and community input of support, expertise, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/welcome-parent-and-community-input-of-support-expertise-and-resources/ Mobile 6 · Desktop 0 Preparing students to leave school | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/ Mobile 16 · Desktop 0 Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 11 · Desktop 0 Support wellbeing and hauora | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/support-wellbeing-and-hauora/ Mobile 11 · Desktop 0 Speech, Language and Communication | Inclusive Education https://inclusive.tki.org.nz/guides/speech-language-and-communication/ Mobile 23 · Desktop 0 Supporting ākonga Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/ Mobile 23 · Desktop 0 Explore beliefs, values, and expectations of parents and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/beliefs-values-and-expectations-of-parents-and-whanau/ Mobile 9 · Desktop 0 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/build-relationships-through-connection-understanding-and-trust/ Mobile 9 · Desktop 0 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-learner-profiles/ Mobile 8 · Desktop 0 Integrate te reo Māori and tikanga Māori into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-ways-to-integrate-te-reo-maori-and-tikanga-maori-into-your-classroom-programme/ Mobile 9 · Desktop 0 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 7 · Desktop 0 Share their mihi as part of classroom learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-opportunities-for-students-to-share-their-mihi/ Mobile 7 · Desktop 0 Discuss ākonga Māori learning and wellbeing, and plan effective support | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-regular-opportunities-to-discuss-students-learning-and-wellbeing-and-plan-effective-support/ Mobile 9 · Desktop 0 Foster whānau engagement | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/foster-whanau-engagement/ Mobile 7 · Desktop 0 Make cultural links between ākonga Māori stories and experiences to new ideas and concepts | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/make-cultural-links-between-maori-students-stories-and-experiences-to-new-ideas-and-concepts/ Mobile 9 · Desktop 0 Partner with whānau, parents, and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/partner-with-whanau-parents-and-caregivers/ Mobile 10 · Desktop 0 Promoting kaupapa Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/promoting-kaupapa-maori/ Mobile 11 · Desktop 0 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/provide-leadership-opportunities/ Mobile 8 · Desktop 0 Review recent research, commentary, and initiatives | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/review-recent-research-commentary-and-initiatives/ Mobile 9 · Desktop 0 Upholding the rights of ākonga Māori and their whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/upholding-the-rights-of-akonga-maori-and-their-whanau/ Mobile 10 · Desktop 0 Value whānau and community expertise and networks | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/value-whanau-and-community-expertise-and-networks/ Mobile 4 · Desktop 0 Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 9 · Desktop 0 Supporting effective teacher aide practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-effective-teacher-aide-practice/ Mobile 18 · Desktop 0 Supporting LGBTQIA+ students | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/ Mobile 24 · Desktop 0 Build understanding of key concepts and terms | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/build-understanding-of-key-concepts-and-terms/ Mobile 10 · Desktop 0 Develop inclusive policies and systems, and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/develop-inclusive-policies-and-systems-and-procedures/ Mobile 15 · Desktop 0 Engage with community perspectives and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/engage-with-community-perspectives-and-expectations/ Mobile 14 · Desktop 0 Explore Māori and Pasifika understandings about sex characteristics, gender, and sexuality diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/explore-maori-and-pasifika-understandings-about-sex-characteristics-gender-and-sexuality-diversity/ Mobile 9 · Desktop 0 Make LGBTQIA+ content and themes visible across the curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/make-lgbtqia-content-and-themes-visible-across-the-curriculum/ Mobile 11 · Desktop 0 Plan sexuality and gender education years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/plan-sexuality-and-gender-education-years-9-13/ Mobile 7 · Desktop 0 Provide accessible, gender-neutral toilets | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-accessible-gender-neutral-toilets/ Mobile 9 · Desktop 0 Provide safe spaces, changing rooms and school trips | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-safe-spaces-changing-rooms-and-school-trips/ Mobile 13 · Desktop 0 Understand legal obligations and children's rights | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/understand-legal-obligations-and-childrens-rights/ Mobile 10 · Desktop 0 Use targeted programmes to facilitate opportunities for healthy discussion about sexuality, gender identity, and diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/use-targeted-programmes-to-facilitate-opportunities-for-healthy-discussion-about-sexuality-gender-identity-and-diversity/ Mobile 11 · Desktop 0 Supporting Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ Mobile 21 · Desktop 0 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 7 · Desktop 0 Create a welcoming environment where parents and families can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/create-a-welcoming-environment-where-parents-and-families-can-openly-discuss-concerns/ Mobile 9 · Desktop 0 Develop critical consciousness | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/developing-critical-consciousness/ Mobile 10 · Desktop 0 Explore family beliefs, values, and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/explore-family-beliefs-values-and-expectations/ Mobile 8 · Desktop 0 Integrate Pacific languages and practices into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/integrate-pacific-languages-and-practices-into-your-classroom-programme/ Mobile 9 · Desktop 0 Lead inclusive practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/leading-inclusive-practice/ Mobile 9 · Desktop 0 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/make-personal-connections-to-develop-understanding-and-trust/ Mobile 8 · Desktop 0 Partner with parents and family to support their child's learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/partner-with-parents-and-family-to-support-their-childs-learning/ Mobile 10 · Desktop 0 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/provide-leadership-opportunities/ Mobile 9 · Desktop 0 Strengthen Pacific community engagement to support student learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/strengthen-pacific-community-engagement-to-support-student-learning/ Mobile 6 · Desktop 0 Support Pacific learners with English as a second language | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/support-pacific-learners-with-english-as-a-second-language/ Mobile 9 · Desktop 0 Uphold Pacific values | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding-rights/ Mobile 10 · Desktop 0 Success as Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding/ Mobile 10 · Desktop 0 Use technologies to support learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/use-technologies-to-support-learning/ Mobile 8 · Desktop 0 Supporting positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/ Mobile 11 · Desktop 0 Cooperative learning strategies | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/cooperative-learning-strategies/ Mobile 9 · Desktop 0 Facilitate positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/facilitate-positive-peer-relationships/ Mobile 11 · Desktop 0 Organise a collaborative environment | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/organise-a-collaborative-environment/ Mobile 8 · Desktop 0 Plan opportunities for students to collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/plan-opportunities-for-students-to-collaborate/ Mobile 8 · Desktop 0 Support friendships with structured approaches | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-friendships-with-structured-approaches/ Mobile 10 · Desktop 0 Support students in the playground | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-students-in-the-playground/ Mobile 11 · Desktop 0 Teach social skills | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/teach-social-skills/ Mobile 10 · Desktop 0 Understand social and emotional learning (SEL) | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/understand-social-and-emotional-learning-sel/ Mobile 10 · Desktop 0 Te Ara Ako – Learning pathways in times of change | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/ Mobile 20 · Desktop 0 Accessing the physical environment | Te whai wāhi ki te taiao kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/accessing-the-physical-environment-te-whai-wahi-ki-te-taiao-kura/ Mobile 7 · Desktop 0 Consider PATH as a planning tool | He taputapu whakamahere | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/consider-path-as-a-planning-tool-he-taputapu-whakamahere/ Mobile 7 · Desktop 0 Create an accessible learning environment | Te waihanga wāhi ako tomopai | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/create-an-accessible-learning-environment-te-waihanga-wahi-ako-tomopai/ Mobile 8 · Desktop 0 Embed familiar supports | Ngā taituarā e mōhiotia ana | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/embed-familiar-supports-nga-taituara-e-mohiotia-ana/ Mobile 7 · Desktop 0 Enable social supports | Ngā taituarā pāpori | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/enable-social-supports-nga-taituara-papori/ Mobile 10 · Desktop 0 Ensure safety and wellbeing | Haumarutanga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/ensure-safety-and-wellbeing-haumarutanga/ Mobile 9 · Desktop 0 Explore learning environments | Te ao o ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/explore-learning-environments-te-ao-o-nga-akonga/ Mobile 9 · Desktop 0 Exploring supports | Ngā taituarā | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/exploring-supports-nga-taituara/ Mobile 8 · Desktop 0 Get to know ākonga | Te mōhio ki ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-akonga-te-mohio-ki-nga-akonga/ Mobile 8 · Desktop 0 Get to know whānau | Te mōhio ki te whānau | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-whanau-te-mohio-ki-te-whanau/ Mobile 10 · Desktop 0 Inclusive practice: Early years to primary | Te whare kōhungahunga ki te kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-early-years-to-primary-te-whare-kohungahunga-ki-te-kura/ Mobile 8 · Desktop 0 Inclusive practice: Primary to secondary | Kura tuatahi ki te kura tuarua | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-primary-to-secondary-te-kura-tuatahi-ki-te-kura-tuarua/ Mobile 8 · Desktop 0 Principles and purpose | Ngā mātāpono | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/principles-and-purpose-nga-matapono/ Mobile 3 · Desktop 0 Strengthen support team relationships | Te whakakaha hononga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/strengthen-support-team-relationships-te-whakakaha-hononga/ Mobile 5 · Desktop 0 Technology tools for learning | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/ Mobile 16 · Desktop 0 Getting and using Ministry of Education funded assistive technologies | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/getting-and-using-ministry-of-education-funded-assistive-technologies/ Mobile 6 · Desktop 0 Identify learner needs | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/identify-learner-needs/ Mobile 8 · Desktop 0 Offer a range of supports | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/offer-a-range-of-supports/ Mobile 6 · Desktop 0 Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 9 · Desktop 0 Understanding technology and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/understanding-technology-and-its-impact-on-learning/ Mobile 4 · Desktop 0 What are funded assistive technologies (ATs) | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/what-are-funded-assistive-technologies/ Mobile 6 · Desktop 0 The role of school boards | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/ Mobile 13 · Desktop 0 Identify what makes an inclusive school | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/identify-what-makes-an-inclusive-school/ Mobile 10 · Desktop 0 Meet national and international obligations, policies, and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/meet-national-and-international-obligations-policies-and-guidelines/ Mobile 9 · Desktop 0 Review community and financial resources available to support all your students | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-community-and-financial-resources-available-to-support-all-your-students/ Mobile 7 · Desktop 0 Review legal requirements under NZ law | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-legal-requirements-under-nz-law/ Mobile 9 · Desktop 0 Universal Design for Learning | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ Mobile 39 · Desktop 0 Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 9 · Desktop 0 Consider universal supports and useful options | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/consider-universal-supports-and-useful-options/ Mobile 11 · Desktop 0 Create barrier-free goals and objectives | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/create-barrier-free-goals-and-objectives/ Mobile 11 · Desktop 0 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding-2/ Mobile 11 · Desktop 0 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding/ Mobile 12 · Desktop 0 Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 11 · Desktop 0 Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 12 · Desktop 0 Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 8 · Desktop 0 Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 11 · Desktop 0 Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 9 · Desktop 0 Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 11 · Desktop 0 Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 12 · Desktop 0 Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 11 · Desktop 0 Design the experience utilising the UDL Guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-the-experience-utilising-the-udl-guidelines/ Mobile 12 · Desktop 0 Ensure materials and resources are flexibly designed and accessible to all | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ensure-materials-and-resources-are-flexibly-designed-and-accessible-to-all-2/ Mobile 11 · Desktop 0 Identify barriers and supports | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-barriers-and-supports/ Mobile 9 · Desktop 0 Identify potential barriers to learning and wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-potential-barriers-to-learning-and-wellbeing/ Mobile 11 · Desktop 0 Learner variability | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/learner-variability-matters/ Mobile 11 · Desktop 0 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences-2/ Mobile 11 · Desktop 0 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences/ Mobile 11 · Desktop 0 Myths and facts about UDL | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/myths-and-facts-about-udl/ Mobile 6 · Desktop 0 Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 9 · Desktop 0 Prepare the physical and virtual environments for flexibility and personalisation | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-the-physical-and-virtual-environments-for-flexibility-and-personalisation-2/ Mobile 10 · Desktop 0 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting-2/ Mobile 12 · Desktop 0 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting/ Mobile 11 · Desktop 0 Take a people-first approach | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/take-a-people-first-approach/ Mobile 9 · Desktop 0 Teach, evaluate, and revise against the UDL guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/teach-evaluate-and-revise-against-the-udl-guidelines/ Mobile 10 · Desktop 0 UDL and differentiation and how they are connected | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-and-differentiation-and-how-they-are-connected/ Mobile 10 · Desktop 0 UDL framework and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-framework-guidelines/ Mobile 10 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__content">Download</span> 1,731 instances on 277 pages
Affected pages (277)
ADHD and learning | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/ Mobile 1 · Desktop 1 Support positive behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-positive-behaviour/ Mobile 0 · Desktop 6 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-social-interaction/ Mobile 0 · Desktop 7 Allergies and learning | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/ Mobile 1 · Desktop 1 Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 0 · Desktop 7 Reduce airborne allergy triggers | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/reduce-airborne-allergy-triggers/ Mobile 0 · Desktop 6 Review food safety policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-food-safety-policies-and-procedures/ Mobile 0 · Desktop 7 Review medication policies and procedures regarding access and storage | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-medication-policies-and-procedures-regarding-access-and-storage/ Mobile 0 · Desktop 7 Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 1 · Desktop 8 Asthma and learning | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/ Mobile 2 · Desktop 2 Asthma attack response | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-attack-response/ Mobile 0 · Desktop 7 Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 1 · Desktop 8 Identify and reduce common asthma triggers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/identify-and-reduce-common-asthma-triggers/ Mobile 1 · Desktop 6 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 7 Plan effective transitions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-effective-transitions/ Mobile 0 · Desktop 3 Plan safe EOTC trips and excursions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-safe-eotc-trips-and-excursions/ Mobile 0 · Desktop 6 Review your medication policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/review-your-medication-policies-and-procedures/ Mobile 0 · Desktop 6 Understanding asthma | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/understanding-asthma/ Mobile 0 · Desktop 1 Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 0 · Desktop 9 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/gather-information-to-inform-practice/ Mobile 0 · Desktop 7 Support participation and confidence | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-participation-and-build-confidence-2/ Mobile 0 · Desktop 6 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation-2/ Mobile 0 · Desktop 7 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation/ Mobile 0 · Desktop 7 Understanding autism | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/understanding-autism/ Mobile 0 · Desktop 1 Celebrate broad views of success | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/celebrate-broad-views-of-success/ Mobile 0 · Desktop 7 Connect with daily interactions | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/connect-with-daily-interactions/ Mobile 0 · Desktop 7 Create structure and routine | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-structure-and-routine/ Mobile 0 · Desktop 7 Create support plans | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-support-plans/ Mobile 0 · Desktop 6 Deepen relationships with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/deepen-relationships-with-students-and-whanau/ Mobile 0 · Desktop 7 Design responsive physical environments | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/design-responsive-physical-environments/ Mobile 0 · Desktop 7 Embed relational approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/embed-relational-approaches/ Mobile 0 · Desktop 6 Empower learners | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/empower-students/ Mobile 0 · Desktop 6 Honour and value te ao Māori | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/honour-and-value-te-ao-maori/ Mobile 0 · Desktop 7 Identify factors that shape behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/identify-factors-that-shape-behaviour/ Mobile 0 · Desktop 7 Manage times of stress or change | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/manage-times-of-stress-or-change/ Mobile 0 · Desktop 7 Plan and practise adult responses | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/plan-and-practise-adult-responses/ Mobile 0 · Desktop 6 Prioritise wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/prioritise-wellbeing/ Mobile 0 · Desktop 6 Recognise and remove barriers to learning | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-and-remove-barriers-to-learning/ Mobile 0 · Desktop 7 Recognise emerging distress | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-emerging-distress/ Mobile 0 · Desktop 7 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/reduce-overload-and-sensory-challenges/ Mobile 0 · Desktop 7 Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 0 · Desktop 7 Respond | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond/ Mobile 0 · Desktop 6 Restore | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/restore/ Mobile 0 · Desktop 7 Agree on clear expectations | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/set-clear-expectations/ Mobile 0 · Desktop 6 Support communication and self advocacy | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-communication-and-self-advocacy/ Mobile 0 · Desktop 6 Support positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-positive-peer-relationships/ Mobile 0 · Desktop 7 Teach and practise interpersonal skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-and-practise-interpersonal-skills/ Mobile 0 · Desktop 7 Teach coping strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-coping-strategies/ Mobile 0 · Desktop 6 Teach relaxation techniques | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-relaxation-techniques/ Mobile 0 · Desktop 6 Teach social and emotional skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-social-and-emotional-skills/ Mobile 0 · Desktop 7 Teach learners to enact school values | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-students-to-enact-school-values/ Mobile 0 · Desktop 5 Use trauma-informed practices | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand-the-impacts-of-trauma/ Mobile 0 · Desktop 7 Understanding behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand/ Mobile 0 · Desktop 1 Use de-escalation strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-de-escalation-strategies/ Mobile 0 · Desktop 7 Use flexible teaching approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-flexible-teaching-approaches-pedagogy/ Mobile 0 · Desktop 7 Value diversity | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/value-diversity/ Mobile 0 · Desktop 7 Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 0 · Desktop 7 Changes to physical wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/changes-to-physical-wellbeing/ Mobile 1 · Desktop 8 Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 1 · Desktop 8 Effects of ABI on stages of development | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/effects-of-abi-on-stages-of-development/ Mobile 0 · Desktop 7 Monitor physical activity and offer options to allow rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/monitor-physical-activity/ Mobile 1 · Desktop 8 Provide social and emotional support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/provide-social-and-emotional-support/ Mobile 1 · Desktop 7 Review your school-wide approaches to preventing injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/review-your-school-wide-approaches-to-preventing-injury/ Mobile 0 · Desktop 7 Support an effective process for return to early childhood education or school | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-an-effective-process-for-return-to-ece-or-school/ Mobile 0 · Desktop 7 Support attention, communication, and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-attention-communication-and-organisation-3/ Mobile 0 · Desktop 7 Support physical recovery and provide opportunities for rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-physical-recovery-2/ Mobile 1 · Desktop 8 Understand the basics about ABI | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-basics-about-abi/ Mobile 0 · Desktop 1 Understand the injury and its implications | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-injury/ Mobile 1 · Desktop 7 Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 0 · Desktop 7 Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 0 · Desktop 6 Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 0 · Desktop 6 Follow protocols for sharing information | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/follow-protocols-for-sharing-information/ Mobile 0 · Desktop 5 Provide support for whānau as learning collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/provide-support-for-whanau/ Mobile 0 · Desktop 7 Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 2 · Desktop 9 Understanding the Learning Support Delivery Model (LSDM) and new models for collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/understanding-the-learning-support-delivery-model/ Mobile 1 · Desktop 8 Design with ākonga variability in mind | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/design-with-akonga-variability-in-mind/ Mobile 0 · Desktop 7 Develop processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-processing-and-organisation-skills/ Mobile 0 · Desktop 7 Develop your hybrid learning vision | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-your-hybrid-learning-vision/ Mobile 0 · Desktop 7 Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 0 · Desktop 7 Gather information to guide hybrid approaches | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/gather-information-and-develop-a-plan/ Mobile 0 · Desktop 7 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence-2/ Mobile 0 · Desktop 6 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence/ Mobile 0 · Desktop 6 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga-2/ Mobile 0 · Desktop 7 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga/ Mobile 0 · Desktop 7 Present information, content, and materials in different ways to support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways-to-support-understanding/ Mobile 0 · Desktop 7 Present information, content, and materials in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways/ Mobile 0 · Desktop 7 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know-2/ Mobile 0 · Desktop 6 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know/ Mobile 0 · Desktop 7 Review reading and writing strategies (years 1-6) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-1-6/ Mobile 0 · Desktop 7 Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 0 · Desktop 7 Explore approaches for students years 1-8 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-16/ Mobile 0 · Desktop 5 Explore approaches for students years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-713/ Mobile 1 · Desktop 7 Support ākonga and whānau during hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-akonga-and-whanau-during-hybrid-learning/ Mobile 0 · Desktop 7 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-processing-and-organisation/ Mobile 0 · Desktop 6 Understand the need for hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understand-the-need-for-hybrid-learning/ Mobile 0 · Desktop 5 Understanding curriculum accessibility and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understanding-curriculum-accessibility-and-its-impact-on-learning/ Mobile 0 · Desktop 1 Deaf or hard of hearing students and learning | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ Mobile 1 · Desktop 1 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 0 · Desktop 7 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 0 · Desktop 6 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities-2/ Mobile 0 · Desktop 7 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities/ Mobile 0 · Desktop 6 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 1 · Desktop 8 Present information in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/present-information-in-different-ways/ Mobile 0 · Desktop 6 Provide support and options for students to create, learn and collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/provide-support-and-options-for-students-to-create-learn-and-collaborate/ Mobile 0 · Desktop 6 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-communication-using-recommended-approaches/ Mobile 0 · Desktop 7 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 0 · Desktop 7 Support students’ processing and organisational skills | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-students-processing-and-organisational-skills/ Mobile 0 · Desktop 7 Develop learner profiles with students | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/develop-learner-profiles-with-students/ Mobile 2 · Desktop 8 Focus on what a student can do and their next steps | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/focus-on-what-a-student-can-do-and-their-next-steps/ Mobile 0 · Desktop 7 Involve local iwi, Pasifika community, and cultural groups | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/involve-local-iwi-pasifika-community-and-cultural-groups/ Mobile 0 · Desktop 5 Strengthen a supportive peer culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/strengthen-a-supportive-peer-culture/ Mobile 2 · Desktop 9 Support student leadership with opportunities for responsibility within the school | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/support-student-leadership-with-opportunities-for-responsibility-within-the-school/ Mobile 0 · Desktop 5 Down syndrome and learning | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ Mobile 1 · Desktop 1 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 2 · Desktop 9 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 0 · Desktop 7 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/organisations-programmes-and-resources/ Mobile 0 · Desktop 2 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 6 Present information in different ways to support access and understanding | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/present-information-in-different-ways-to-support-access-and-understanding/ Mobile 0 · Desktop 6 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share-2/ Mobile 0 · Desktop 6 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share/ Mobile 0 · Desktop 7 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-communication-using-recommended-approaches/ Mobile 0 · Desktop 5 Support interaction and positive behaviour using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-interaction-and-positive-behaviour-using-recommended-approaches/ Mobile 0 · Desktop 4 Support literacy and numeracy using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-literacy-and-numeracy-using-recommended-approaches/ Mobile 1 · Desktop 8 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence-2/ Mobile 0 · Desktop 5 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence/ Mobile 0 · Desktop 7 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills-2/ Mobile 0 · Desktop 7 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills/ Mobile 0 · Desktop 7 Support thinking using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-thinking-using-recommended-approaches/ Mobile 0 · Desktop 5 Understanding Down syndrome | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/understanding-down-syndrome/ Mobile 0 · Desktop 1 Dyslexia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/ Mobile 2 · Desktop 2 Using classroom assessments and monitoring | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/classroom-assessments-and-monitoring/ Mobile 1 · Desktop 7 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/organisations-programmes-and-resources/ Mobile 0 · Desktop 5 Partner with whānau | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/partner-with-whanau/ Mobile 0 · Desktop 6 Present information in different ways, using a multi-sensory approach | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/present-information-in-different-ways-using-a-multi-sensory-approach2/ Mobile 0 · Desktop 7 Provide options for assessment | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-for-assessment2/ Mobile 0 · Desktop 7 Provide options to create, learn, and share | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-to-create-learn-and-share2/ Mobile 0 · Desktop 6 Recognise and manage stress and anxiety | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/recognise-and-manage-stress-and-anxiety/ Mobile 0 · Desktop 7 Strengthen vocabulary knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/strengthen-vocabulary-knowledge/ Mobile 0 · Desktop 6 Teach spelling skills explicitly | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/teach-spelling-strategies-explicitly/ Mobile 0 · Desktop 7 Understanding how to build fluency | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/understanding-how-to-build-fluency/ Mobile 2 · Desktop 9 Dyspraxia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/ Mobile 2 · Desktop 2 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-processing-and-organisation-9-13/ Mobile 0 · Desktop 7 Support self-management and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-self-management-and-organisation/ Mobile 0 · Desktop 7 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/gather-information-to-inform-practice/ Mobile 0 · Desktop 6 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 0 · Desktop 7 Respond to FASD impacts on the brain | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/respond-to-fasd-impacts-on-the-brain/ Mobile 0 · Desktop 7 The New Zealand Curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/the-new-zealand-curriculum/ Mobile 0 · Desktop 2 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y1-8-manage-successful-transitions/ Mobile 0 · Desktop 8 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-manage-successful-transitions/ Mobile 0 · Desktop 8 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-provide-options-to-create-learn-and-share/ Mobile 0 · Desktop 7 Support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-support-understanding/ Mobile 0 · Desktop 7 Leading schools that include all learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/ Mobile 2 · Desktop 2 Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 0 · Desktop 7 Low vision and learning | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/ Mobile 2 · Desktop 2 Familiarise yourself with the Expanded Core Curriculum for students with low vision | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/familiarise-yourself-with-the-expanded-core-curriculum-for-students-with-low-vision/ Mobile 0 · Desktop 6 Use recommended approaches to support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/use-recommended-approaches-to-support-social-interaction/ Mobile 0 · Desktop 6 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 0 · Desktop 7 Value and utilise the knowledge, skills and experience of parents, whānau and the local community | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/value-and-utilise-the-knowledge-skills-and-experience-of-parents-whanau-and-the-local-community/ Mobile 0 · Desktop 5 About this resource | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/about-this-resource/ Mobile 0 · Desktop 1 Design for diversity from the outset | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-for-diversity-from-the-outset/ Mobile 0 · Desktop 1 Design to remove barriers | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-to-remove-barriers/ Mobile 0 · Desktop 1 Designing for and with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/designing-for-and-with-akonga-and-whanau/ Mobile 0 · Desktop 1 A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 0 · Desktop 1 Unpacking biases | Creating spaces of belonging | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/unpacking-biases-creating-spaces-of-belonging/ Mobile 0 · Desktop 1 Valuing diversity (part 2) | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/valuing-diversity-part-2/ Mobile 0 · Desktop 1 Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 0 · Desktop 7 Introduce new learning approaches and routines to parents and whānau prior to moving | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-new-learning-approaches-and-routines-to-parents-and-whanau-prior-to-moving/ Mobile 0 · Desktop 6 Introduce students to the new space prior to moving to build familiarity and minimise challenging situations | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-students-to-the-new-space-prior-to-moving-to-build-familiarity-and-minimise-challenging-situations/ Mobile 0 · Desktop 5 Reflect cultural perspectives, consider te ao Māori and other cultures, design to support protocols and practices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/reflect-cultural-perspectives-consider-te-ao-maori-and-other-cultures-design-to-support-protocols-and-practices/ Mobile 0 · Desktop 7 Welcome parent and community input of support, expertise, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/welcome-parent-and-community-input-of-support-expertise-and-resources/ Mobile 0 · Desktop 5 Preparing students to leave school | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/ Mobile 1 · Desktop 1 Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 0 · Desktop 6 Support wellbeing and hauora | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/support-wellbeing-and-hauora/ Mobile 0 · Desktop 7 Supporting ākonga Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/ Mobile 1 · Desktop 1 Explore beliefs, values, and expectations of parents and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/beliefs-values-and-expectations-of-parents-and-whanau/ Mobile 0 · Desktop 7 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/build-relationships-through-connection-understanding-and-trust/ Mobile 0 · Desktop 7 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-learner-profiles/ Mobile 0 · Desktop 7 Integrate te reo Māori and tikanga Māori into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-ways-to-integrate-te-reo-maori-and-tikanga-maori-into-your-classroom-programme/ Mobile 0 · Desktop 7 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 0 · Desktop 4 Share their mihi as part of classroom learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-opportunities-for-students-to-share-their-mihi/ Mobile 0 · Desktop 5 Discuss ākonga Māori learning and wellbeing, and plan effective support | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-regular-opportunities-to-discuss-students-learning-and-wellbeing-and-plan-effective-support/ Mobile 0 · Desktop 6 Foster whānau engagement | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/foster-whanau-engagement/ Mobile 0 · Desktop 7 Make cultural links between ākonga Māori stories and experiences to new ideas and concepts | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/make-cultural-links-between-maori-students-stories-and-experiences-to-new-ideas-and-concepts/ Mobile 0 · Desktop 7 Partner with whānau, parents, and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 7 Promoting kaupapa Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/promoting-kaupapa-maori/ Mobile 1 · Desktop 8 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/provide-leadership-opportunities/ Mobile 0 · Desktop 6 Review recent research, commentary, and initiatives | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/review-recent-research-commentary-and-initiatives/ Mobile 0 · Desktop 7 Upholding the rights of ākonga Māori and their whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/upholding-the-rights-of-akonga-maori-and-their-whanau/ Mobile 0 · Desktop 7 Value whānau and community expertise and networks | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/value-whanau-and-community-expertise-and-networks/ Mobile 0 · Desktop 4 Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 0 · Desktop 7 Build understanding of key concepts and terms | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/build-understanding-of-key-concepts-and-terms/ Mobile 0 · Desktop 7 Develop inclusive policies and systems, and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/develop-inclusive-policies-and-systems-and-procedures/ Mobile 0 · Desktop 8 Engage with community perspectives and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/engage-with-community-perspectives-and-expectations/ Mobile 0 · Desktop 7 Explore Māori and Pasifika understandings about sex characteristics, gender, and sexuality diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/explore-maori-and-pasifika-understandings-about-sex-characteristics-gender-and-sexuality-diversity/ Mobile 0 · Desktop 7 Make LGBTQIA+ content and themes visible across the curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/make-lgbtqia-content-and-themes-visible-across-the-curriculum/ Mobile 0 · Desktop 6 Plan sexuality and gender education years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/plan-sexuality-and-gender-education-years-9-13/ Mobile 0 · Desktop 3 Provide accessible, gender-neutral toilets | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-accessible-gender-neutral-toilets/ Mobile 0 · Desktop 5 Provide safe spaces, changing rooms and school trips | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-safe-spaces-changing-rooms-and-school-trips/ Mobile 0 · Desktop 7 Understand legal obligations and children's rights | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/understand-legal-obligations-and-childrens-rights/ Mobile 0 · Desktop 7 Use targeted programmes to facilitate opportunities for healthy discussion about sexuality, gender identity, and diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/use-targeted-programmes-to-facilitate-opportunities-for-healthy-discussion-about-sexuality-gender-identity-and-diversity/ Mobile 0 · Desktop 6 Supporting Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ Mobile 1 · Desktop 1 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 0 · Desktop 7 Create a welcoming environment where parents and families can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/create-a-welcoming-environment-where-parents-and-families-can-openly-discuss-concerns/ Mobile 0 · Desktop 6 Develop critical consciousness | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/developing-critical-consciousness/ Mobile 0 · Desktop 7 Explore family beliefs, values, and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/explore-family-beliefs-values-and-expectations/ Mobile 0 · Desktop 6 Integrate Pacific languages and practices into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/integrate-pacific-languages-and-practices-into-your-classroom-programme/ Mobile 0 · Desktop 7 Lead inclusive practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/leading-inclusive-practice/ Mobile 0 · Desktop 7 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/make-personal-connections-to-develop-understanding-and-trust/ Mobile 0 · Desktop 7 Partner with parents and family to support their child's learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/partner-with-parents-and-family-to-support-their-childs-learning/ Mobile 0 · Desktop 7 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/provide-leadership-opportunities/ Mobile 0 · Desktop 7 Strengthen Pacific community engagement to support student learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/strengthen-pacific-community-engagement-to-support-student-learning/ Mobile 0 · Desktop 6 Support Pacific learners with English as a second language | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/support-pacific-learners-with-english-as-a-second-language/ Mobile 0 · Desktop 7 Uphold Pacific values | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding-rights/ Mobile 0 · Desktop 6 Success as Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding/ Mobile 0 · Desktop 7 Use technologies to support learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/use-technologies-to-support-learning/ Mobile 0 · Desktop 6 Cooperative learning strategies | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/cooperative-learning-strategies/ Mobile 0 · Desktop 6 Facilitate positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/facilitate-positive-peer-relationships/ Mobile 0 · Desktop 7 Organise a collaborative environment | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/organise-a-collaborative-environment/ Mobile 0 · Desktop 6 Plan opportunities for students to collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/plan-opportunities-for-students-to-collaborate/ Mobile 1 · Desktop 8 Support friendships with structured approaches | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-friendships-with-structured-approaches/ Mobile 1 · Desktop 7 Support students in the playground | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-students-in-the-playground/ Mobile 0 · Desktop 8 Teach social skills | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/teach-social-skills/ Mobile 0 · Desktop 7 Understand social and emotional learning (SEL) | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/understand-social-and-emotional-learning-sel/ Mobile 0 · Desktop 7 Accessing the physical environment | Te whai wāhi ki te taiao kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/accessing-the-physical-environment-te-whai-wahi-ki-te-taiao-kura/ Mobile 0 · Desktop 6 Consider PATH as a planning tool | He taputapu whakamahere | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/consider-path-as-a-planning-tool-he-taputapu-whakamahere/ Mobile 1 · Desktop 5 Create an accessible learning environment | Te waihanga wāhi ako tomopai | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/create-an-accessible-learning-environment-te-waihanga-wahi-ako-tomopai/ Mobile 0 · Desktop 7 Embed familiar supports | Ngā taituarā e mōhiotia ana | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/embed-familiar-supports-nga-taituara-e-mohiotia-ana/ Mobile 0 · Desktop 4 Enable social supports | Ngā taituarā pāpori | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/enable-social-supports-nga-taituara-papori/ Mobile 0 · Desktop 7 Ensure safety and wellbeing | Haumarutanga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/ensure-safety-and-wellbeing-haumarutanga/ Mobile 3 · Desktop 9 Explore learning environments | Te ao o ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/explore-learning-environments-te-ao-o-nga-akonga/ Mobile 0 · Desktop 6 Exploring supports | Ngā taituarā | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/exploring-supports-nga-taituara/ Mobile 0 · Desktop 5 Get to know ākonga | Te mōhio ki ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-akonga-te-mohio-ki-nga-akonga/ Mobile 2 · Desktop 7 Get to know whānau | Te mōhio ki te whānau | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-whanau-te-mohio-ki-te-whanau/ Mobile 1 · Desktop 8 Inclusive practice: Early years to primary | Te whare kōhungahunga ki te kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-early-years-to-primary-te-whare-kohungahunga-ki-te-kura/ Mobile 0 · Desktop 7 Inclusive practice: Primary to secondary | Kura tuatahi ki te kura tuarua | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-primary-to-secondary-te-kura-tuatahi-ki-te-kura-tuarua/ Mobile 0 · Desktop 7 Principles and purpose | Ngā mātāpono | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/principles-and-purpose-nga-matapono/ Mobile 0 · Desktop 1 Strengthen support team relationships | Te whakakaha hononga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/strengthen-support-team-relationships-te-whakakaha-hononga/ Mobile 0 · Desktop 4 Getting and using Ministry of Education funded assistive technologies | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/getting-and-using-ministry-of-education-funded-assistive-technologies/ Mobile 0 · Desktop 5 Identify learner needs | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/identify-learner-needs/ Mobile 0 · Desktop 7 Offer a range of supports | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/offer-a-range-of-supports/ Mobile 0 · Desktop 7 Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 0 · Desktop 7 Understanding technology and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/understanding-technology-and-its-impact-on-learning/ Mobile 0 · Desktop 1 What are funded assistive technologies (ATs) | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/what-are-funded-assistive-technologies/ Mobile 0 · Desktop 6 The role of school boards | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/ Mobile 2 · Desktop 2 Identify what makes an inclusive school | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/identify-what-makes-an-inclusive-school/ Mobile 1 · Desktop 8 Meet national and international obligations, policies, and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/meet-national-and-international-obligations-policies-and-guidelines/ Mobile 0 · Desktop 7 Review community and financial resources available to support all your students | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-community-and-financial-resources-available-to-support-all-your-students/ Mobile 0 · Desktop 3 Review legal requirements under NZ law | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-legal-requirements-under-nz-law/ Mobile 0 · Desktop 6 Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 0 · Desktop 6 Consider universal supports and useful options | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/consider-universal-supports-and-useful-options/ Mobile 0 · Desktop 6 Create barrier-free goals and objectives | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/create-barrier-free-goals-and-objectives/ Mobile 1 · Desktop 8 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding-2/ Mobile 0 · Desktop 7 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding/ Mobile 0 · Desktop 7 Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 0 · Desktop 7 Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 0 · Desktop 7 Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 0 · Desktop 5 Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 0 · Desktop 7 Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 0 · Desktop 6 Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 0 · Desktop 7 Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 0 · Desktop 7 Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 0 · Desktop 7 Design the experience utilising the UDL Guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-the-experience-utilising-the-udl-guidelines/ Mobile 1 · Desktop 8 Ensure materials and resources are flexibly designed and accessible to all | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ensure-materials-and-resources-are-flexibly-designed-and-accessible-to-all-2/ Mobile 0 · Desktop 7 Identify barriers and supports | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-barriers-and-supports/ Mobile 0 · Desktop 6 Identify potential barriers to learning and wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-potential-barriers-to-learning-and-wellbeing/ Mobile 0 · Desktop 7 Learner variability | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/learner-variability-matters/ Mobile 0 · Desktop 6 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences-2/ Mobile 0 · Desktop 7 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences/ Mobile 0 · Desktop 7 Myths and facts about UDL | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/myths-and-facts-about-udl/ Mobile 0 · Desktop 2 Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 0 · Desktop 6 Prepare the physical and virtual environments for flexibility and personalisation | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-the-physical-and-virtual-environments-for-flexibility-and-personalisation-2/ Mobile 0 · Desktop 7 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting-2/ Mobile 1 · Desktop 8 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting/ Mobile 1 · Desktop 7 Take a people-first approach | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/take-a-people-first-approach/ Mobile 0 · Desktop 6 Teach, evaluate, and revise against the UDL guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/teach-evaluate-and-revise-against-the-udl-guidelines/ Mobile 1 · Desktop 7 UDL and differentiation and how they are connected | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-and-differentiation-and-how-they-are-connected/ Mobile 1 · Desktop 7 UDL framework and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-framework-guidelines/ Mobile 0 · Desktop 7 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__content">Print</span> 1,603 instances on 264 pages
Affected pages (264)
Support positive behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-positive-behaviour/ Mobile 0 · Desktop 6 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-social-interaction/ Mobile 0 · Desktop 7 Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 0 · Desktop 7 Reduce airborne allergy triggers | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/reduce-airborne-allergy-triggers/ Mobile 0 · Desktop 6 Review food safety policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-food-safety-policies-and-procedures/ Mobile 0 · Desktop 7 Review medication policies and procedures regarding access and storage | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-medication-policies-and-procedures-regarding-access-and-storage/ Mobile 0 · Desktop 7 Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 0 · Desktop 7 Asthma attack response | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-attack-response/ Mobile 0 · Desktop 7 Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 0 · Desktop 7 Identify and reduce common asthma triggers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/identify-and-reduce-common-asthma-triggers/ Mobile 0 · Desktop 5 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 7 Plan effective transitions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-effective-transitions/ Mobile 0 · Desktop 3 Plan safe EOTC trips and excursions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-safe-eotc-trips-and-excursions/ Mobile 0 · Desktop 6 Review your medication policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/review-your-medication-policies-and-procedures/ Mobile 0 · Desktop 6 Understanding asthma | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/understanding-asthma/ Mobile 0 · Desktop 1 Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 0 · Desktop 9 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/gather-information-to-inform-practice/ Mobile 0 · Desktop 7 Support participation and confidence | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-participation-and-build-confidence-2/ Mobile 0 · Desktop 6 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation-2/ Mobile 0 · Desktop 7 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation/ Mobile 0 · Desktop 7 Understanding autism | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/understanding-autism/ Mobile 0 · Desktop 1 Celebrate broad views of success | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/celebrate-broad-views-of-success/ Mobile 0 · Desktop 7 Connect with daily interactions | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/connect-with-daily-interactions/ Mobile 0 · Desktop 7 Create structure and routine | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-structure-and-routine/ Mobile 0 · Desktop 7 Create support plans | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-support-plans/ Mobile 0 · Desktop 6 Deepen relationships with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/deepen-relationships-with-students-and-whanau/ Mobile 0 · Desktop 7 Design responsive physical environments | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/design-responsive-physical-environments/ Mobile 0 · Desktop 7 Embed relational approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/embed-relational-approaches/ Mobile 0 · Desktop 6 Empower learners | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/empower-students/ Mobile 0 · Desktop 6 Honour and value te ao Māori | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/honour-and-value-te-ao-maori/ Mobile 0 · Desktop 7 Identify factors that shape behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/identify-factors-that-shape-behaviour/ Mobile 0 · Desktop 7 Manage times of stress or change | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/manage-times-of-stress-or-change/ Mobile 0 · Desktop 7 Plan and practise adult responses | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/plan-and-practise-adult-responses/ Mobile 0 · Desktop 6 Prioritise wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/prioritise-wellbeing/ Mobile 0 · Desktop 6 Recognise and remove barriers to learning | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-and-remove-barriers-to-learning/ Mobile 0 · Desktop 7 Recognise emerging distress | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-emerging-distress/ Mobile 0 · Desktop 7 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/reduce-overload-and-sensory-challenges/ Mobile 0 · Desktop 7 Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 0 · Desktop 7 Respond | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond/ Mobile 0 · Desktop 6 Restore | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/restore/ Mobile 0 · Desktop 7 Agree on clear expectations | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/set-clear-expectations/ Mobile 0 · Desktop 6 Support communication and self advocacy | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-communication-and-self-advocacy/ Mobile 0 · Desktop 6 Support positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-positive-peer-relationships/ Mobile 0 · Desktop 7 Teach and practise interpersonal skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-and-practise-interpersonal-skills/ Mobile 0 · Desktop 7 Teach coping strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-coping-strategies/ Mobile 0 · Desktop 6 Teach relaxation techniques | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-relaxation-techniques/ Mobile 0 · Desktop 6 Teach social and emotional skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-social-and-emotional-skills/ Mobile 0 · Desktop 7 Teach learners to enact school values | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-students-to-enact-school-values/ Mobile 0 · Desktop 5 Use trauma-informed practices | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand-the-impacts-of-trauma/ Mobile 0 · Desktop 7 Understanding behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand/ Mobile 0 · Desktop 1 Use de-escalation strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-de-escalation-strategies/ Mobile 0 · Desktop 7 Use flexible teaching approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-flexible-teaching-approaches-pedagogy/ Mobile 0 · Desktop 7 Value diversity | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/value-diversity/ Mobile 0 · Desktop 7 Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 0 · Desktop 7 Changes to physical wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/changes-to-physical-wellbeing/ Mobile 0 · Desktop 7 Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 0 · Desktop 7 Effects of ABI on stages of development | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/effects-of-abi-on-stages-of-development/ Mobile 0 · Desktop 7 Monitor physical activity and offer options to allow rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/monitor-physical-activity/ Mobile 0 · Desktop 7 Provide social and emotional support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/provide-social-and-emotional-support/ Mobile 0 · Desktop 6 Review your school-wide approaches to preventing injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/review-your-school-wide-approaches-to-preventing-injury/ Mobile 0 · Desktop 7 Support an effective process for return to early childhood education or school | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-an-effective-process-for-return-to-ece-or-school/ Mobile 0 · Desktop 7 Support attention, communication, and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-attention-communication-and-organisation-3/ Mobile 0 · Desktop 7 Support physical recovery and provide opportunities for rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-physical-recovery-2/ Mobile 0 · Desktop 7 Understand the basics about ABI | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-basics-about-abi/ Mobile 0 · Desktop 1 Understand the injury and its implications | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-injury/ Mobile 0 · Desktop 6 Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 0 · Desktop 7 Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 0 · Desktop 6 Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 0 · Desktop 6 Follow protocols for sharing information | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/follow-protocols-for-sharing-information/ Mobile 0 · Desktop 5 Provide support for whānau as learning collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/provide-support-for-whanau/ Mobile 0 · Desktop 7 Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 0 · Desktop 7 Understanding the Learning Support Delivery Model (LSDM) and new models for collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/understanding-the-learning-support-delivery-model/ Mobile 0 · Desktop 7 Design with ākonga variability in mind | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/design-with-akonga-variability-in-mind/ Mobile 0 · Desktop 7 Develop processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-processing-and-organisation-skills/ Mobile 0 · Desktop 7 Develop your hybrid learning vision | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-your-hybrid-learning-vision/ Mobile 0 · Desktop 7 Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 0 · Desktop 7 Gather information to guide hybrid approaches | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/gather-information-and-develop-a-plan/ Mobile 0 · Desktop 7 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence-2/ Mobile 0 · Desktop 6 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence/ Mobile 0 · Desktop 6 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga-2/ Mobile 0 · Desktop 7 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga/ Mobile 0 · Desktop 7 Present information, content, and materials in different ways to support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways-to-support-understanding/ Mobile 0 · Desktop 7 Present information, content, and materials in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways/ Mobile 0 · Desktop 7 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know-2/ Mobile 0 · Desktop 6 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know/ Mobile 0 · Desktop 7 Review reading and writing strategies (years 1-6) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-1-6/ Mobile 0 · Desktop 7 Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 0 · Desktop 7 Explore approaches for students years 1-8 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-16/ Mobile 0 · Desktop 4 Explore approaches for students years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-713/ Mobile 0 · Desktop 6 Support ākonga and whānau during hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-akonga-and-whanau-during-hybrid-learning/ Mobile 0 · Desktop 7 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-processing-and-organisation/ Mobile 0 · Desktop 6 Understand the need for hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understand-the-need-for-hybrid-learning/ Mobile 0 · Desktop 5 Understanding curriculum accessibility and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understanding-curriculum-accessibility-and-its-impact-on-learning/ Mobile 0 · Desktop 1 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 0 · Desktop 7 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 0 · Desktop 6 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities-2/ Mobile 0 · Desktop 7 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities/ Mobile 0 · Desktop 6 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 6 Present information in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/present-information-in-different-ways/ Mobile 0 · Desktop 6 Provide support and options for students to create, learn and collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/provide-support-and-options-for-students-to-create-learn-and-collaborate/ Mobile 0 · Desktop 6 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-communication-using-recommended-approaches/ Mobile 0 · Desktop 7 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 0 · Desktop 6 Support students’ processing and organisational skills | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-students-processing-and-organisational-skills/ Mobile 0 · Desktop 7 Develop learner profiles with students | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/develop-learner-profiles-with-students/ Mobile 0 · Desktop 6 Focus on what a student can do and their next steps | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/focus-on-what-a-student-can-do-and-their-next-steps/ Mobile 0 · Desktop 7 Involve local iwi, Pasifika community, and cultural groups | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/involve-local-iwi-pasifika-community-and-cultural-groups/ Mobile 0 · Desktop 5 Strengthen a supportive peer culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/strengthen-a-supportive-peer-culture/ Mobile 0 · Desktop 6 Support student leadership with opportunities for responsibility within the school | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/support-student-leadership-with-opportunities-for-responsibility-within-the-school/ Mobile 0 · Desktop 5 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 0 · Desktop 7 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 0 · Desktop 7 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/organisations-programmes-and-resources/ Mobile 0 · Desktop 2 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 6 Present information in different ways to support access and understanding | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/present-information-in-different-ways-to-support-access-and-understanding/ Mobile 0 · Desktop 6 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share-2/ Mobile 0 · Desktop 6 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share/ Mobile 0 · Desktop 7 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-communication-using-recommended-approaches/ Mobile 0 · Desktop 5 Support interaction and positive behaviour using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-interaction-and-positive-behaviour-using-recommended-approaches/ Mobile 0 · Desktop 4 Support literacy and numeracy using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-literacy-and-numeracy-using-recommended-approaches/ Mobile 0 · Desktop 7 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence-2/ Mobile 0 · Desktop 5 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence/ Mobile 0 · Desktop 7 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills-2/ Mobile 0 · Desktop 7 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills/ Mobile 0 · Desktop 7 Support thinking using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-thinking-using-recommended-approaches/ Mobile 0 · Desktop 5 Understanding Down syndrome | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/understanding-down-syndrome/ Mobile 0 · Desktop 1 Using classroom assessments and monitoring | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/classroom-assessments-and-monitoring/ Mobile 0 · Desktop 6 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/organisations-programmes-and-resources/ Mobile 0 · Desktop 5 Partner with whānau | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/partner-with-whanau/ Mobile 0 · Desktop 6 Present information in different ways, using a multi-sensory approach | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/present-information-in-different-ways-using-a-multi-sensory-approach2/ Mobile 0 · Desktop 7 Provide options for assessment | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-for-assessment2/ Mobile 0 · Desktop 7 Provide options to create, learn, and share | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-to-create-learn-and-share2/ Mobile 0 · Desktop 6 Recognise and manage stress and anxiety | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/recognise-and-manage-stress-and-anxiety/ Mobile 0 · Desktop 7 Strengthen vocabulary knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/strengthen-vocabulary-knowledge/ Mobile 0 · Desktop 6 Teach spelling skills explicitly | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/teach-spelling-strategies-explicitly/ Mobile 0 · Desktop 7 Understanding how to build fluency | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/understanding-how-to-build-fluency/ Mobile 0 · Desktop 7 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-processing-and-organisation-9-13/ Mobile 0 · Desktop 7 Support self-management and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-self-management-and-organisation/ Mobile 0 · Desktop 7 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/gather-information-to-inform-practice/ Mobile 0 · Desktop 6 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 0 · Desktop 7 Respond to FASD impacts on the brain | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/respond-to-fasd-impacts-on-the-brain/ Mobile 0 · Desktop 7 The New Zealand Curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/the-new-zealand-curriculum/ Mobile 0 · Desktop 2 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y1-8-manage-successful-transitions/ Mobile 0 · Desktop 8 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-manage-successful-transitions/ Mobile 0 · Desktop 8 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-provide-options-to-create-learn-and-share/ Mobile 0 · Desktop 7 Support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-support-understanding/ Mobile 0 · Desktop 7 Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 0 · Desktop 7 Familiarise yourself with the Expanded Core Curriculum for students with low vision | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/familiarise-yourself-with-the-expanded-core-curriculum-for-students-with-low-vision/ Mobile 0 · Desktop 6 Use recommended approaches to support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/use-recommended-approaches-to-support-social-interaction/ Mobile 0 · Desktop 6 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 0 · Desktop 7 Value and utilise the knowledge, skills and experience of parents, whānau and the local community | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/value-and-utilise-the-knowledge-skills-and-experience-of-parents-whanau-and-the-local-community/ Mobile 0 · Desktop 5 About this resource | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/about-this-resource/ Mobile 0 · Desktop 1 Design for diversity from the outset | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-for-diversity-from-the-outset/ Mobile 0 · Desktop 1 Design to remove barriers | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-to-remove-barriers/ Mobile 0 · Desktop 1 Designing for and with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/designing-for-and-with-akonga-and-whanau/ Mobile 0 · Desktop 1 A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 0 · Desktop 1 Unpacking biases | Creating spaces of belonging | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/unpacking-biases-creating-spaces-of-belonging/ Mobile 0 · Desktop 1 Valuing diversity (part 2) | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/valuing-diversity-part-2/ Mobile 0 · Desktop 1 Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 0 · Desktop 7 Introduce new learning approaches and routines to parents and whānau prior to moving | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-new-learning-approaches-and-routines-to-parents-and-whanau-prior-to-moving/ Mobile 0 · Desktop 6 Introduce students to the new space prior to moving to build familiarity and minimise challenging situations | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-students-to-the-new-space-prior-to-moving-to-build-familiarity-and-minimise-challenging-situations/ Mobile 0 · Desktop 5 Reflect cultural perspectives, consider te ao Māori and other cultures, design to support protocols and practices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/reflect-cultural-perspectives-consider-te-ao-maori-and-other-cultures-design-to-support-protocols-and-practices/ Mobile 0 · Desktop 7 Welcome parent and community input of support, expertise, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/welcome-parent-and-community-input-of-support-expertise-and-resources/ Mobile 0 · Desktop 5 Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 0 · Desktop 6 Support wellbeing and hauora | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/support-wellbeing-and-hauora/ Mobile 0 · Desktop 7 Explore beliefs, values, and expectations of parents and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/beliefs-values-and-expectations-of-parents-and-whanau/ Mobile 0 · Desktop 7 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/build-relationships-through-connection-understanding-and-trust/ Mobile 0 · Desktop 5 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-learner-profiles/ Mobile 0 · Desktop 7 Integrate te reo Māori and tikanga Māori into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-ways-to-integrate-te-reo-maori-and-tikanga-maori-into-your-classroom-programme/ Mobile 0 · Desktop 7 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 0 · Desktop 4 Share their mihi as part of classroom learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-opportunities-for-students-to-share-their-mihi/ Mobile 0 · Desktop 5 Discuss ākonga Māori learning and wellbeing, and plan effective support | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-regular-opportunities-to-discuss-students-learning-and-wellbeing-and-plan-effective-support/ Mobile 0 · Desktop 5 Foster whānau engagement | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/foster-whanau-engagement/ Mobile 0 · Desktop 6 Make cultural links between ākonga Māori stories and experiences to new ideas and concepts | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/make-cultural-links-between-maori-students-stories-and-experiences-to-new-ideas-and-concepts/ Mobile 0 · Desktop 7 Partner with whānau, parents, and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 7 Promoting kaupapa Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/promoting-kaupapa-maori/ Mobile 0 · Desktop 7 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/provide-leadership-opportunities/ Mobile 0 · Desktop 6 Review recent research, commentary, and initiatives | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/review-recent-research-commentary-and-initiatives/ Mobile 0 · Desktop 7 Upholding the rights of ākonga Māori and their whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/upholding-the-rights-of-akonga-maori-and-their-whanau/ Mobile 0 · Desktop 7 Value whānau and community expertise and networks | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/value-whanau-and-community-expertise-and-networks/ Mobile 0 · Desktop 4 Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 0 · Desktop 7 Build understanding of key concepts and terms | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/build-understanding-of-key-concepts-and-terms/ Mobile 0 · Desktop 7 Develop inclusive policies and systems, and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/develop-inclusive-policies-and-systems-and-procedures/ Mobile 0 · Desktop 8 Engage with community perspectives and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/engage-with-community-perspectives-and-expectations/ Mobile 0 · Desktop 7 Explore Māori and Pasifika understandings about sex characteristics, gender, and sexuality diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/explore-maori-and-pasifika-understandings-about-sex-characteristics-gender-and-sexuality-diversity/ Mobile 0 · Desktop 7 Make LGBTQIA+ content and themes visible across the curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/make-lgbtqia-content-and-themes-visible-across-the-curriculum/ Mobile 0 · Desktop 6 Plan sexuality and gender education years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/plan-sexuality-and-gender-education-years-9-13/ Mobile 0 · Desktop 3 Provide accessible, gender-neutral toilets | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-accessible-gender-neutral-toilets/ Mobile 0 · Desktop 5 Provide safe spaces, changing rooms and school trips | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-safe-spaces-changing-rooms-and-school-trips/ Mobile 0 · Desktop 7 Understand legal obligations and children's rights | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/understand-legal-obligations-and-childrens-rights/ Mobile 0 · Desktop 7 Use targeted programmes to facilitate opportunities for healthy discussion about sexuality, gender identity, and diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/use-targeted-programmes-to-facilitate-opportunities-for-healthy-discussion-about-sexuality-gender-identity-and-diversity/ Mobile 0 · Desktop 6 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 0 · Desktop 7 Create a welcoming environment where parents and families can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/create-a-welcoming-environment-where-parents-and-families-can-openly-discuss-concerns/ Mobile 0 · Desktop 6 Develop critical consciousness | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/developing-critical-consciousness/ Mobile 0 · Desktop 7 Explore family beliefs, values, and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/explore-family-beliefs-values-and-expectations/ Mobile 0 · Desktop 6 Integrate Pacific languages and practices into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/integrate-pacific-languages-and-practices-into-your-classroom-programme/ Mobile 0 · Desktop 7 Lead inclusive practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/leading-inclusive-practice/ Mobile 0 · Desktop 7 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/make-personal-connections-to-develop-understanding-and-trust/ Mobile 0 · Desktop 7 Partner with parents and family to support their child's learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/partner-with-parents-and-family-to-support-their-childs-learning/ Mobile 0 · Desktop 7 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/provide-leadership-opportunities/ Mobile 0 · Desktop 7 Strengthen Pacific community engagement to support student learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/strengthen-pacific-community-engagement-to-support-student-learning/ Mobile 0 · Desktop 6 Support Pacific learners with English as a second language | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/support-pacific-learners-with-english-as-a-second-language/ Mobile 0 · Desktop 7 Uphold Pacific values | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding-rights/ Mobile 0 · Desktop 6 Success as Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding/ Mobile 0 · Desktop 7 Use technologies to support learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/use-technologies-to-support-learning/ Mobile 0 · Desktop 6 Cooperative learning strategies | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/cooperative-learning-strategies/ Mobile 0 · Desktop 6 Facilitate positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/facilitate-positive-peer-relationships/ Mobile 0 · Desktop 7 Organise a collaborative environment | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/organise-a-collaborative-environment/ Mobile 0 · Desktop 6 Plan opportunities for students to collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/plan-opportunities-for-students-to-collaborate/ Mobile 0 · Desktop 7 Support friendships with structured approaches | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-friendships-with-structured-approaches/ Mobile 0 · Desktop 6 Support students in the playground | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-students-in-the-playground/ Mobile 0 · Desktop 8 Teach social skills | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/teach-social-skills/ Mobile 0 · Desktop 7 Understand social and emotional learning (SEL) | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/understand-social-and-emotional-learning-sel/ Mobile 0 · Desktop 7 Accessing the physical environment | Te whai wāhi ki te taiao kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/accessing-the-physical-environment-te-whai-wahi-ki-te-taiao-kura/ Mobile 0 · Desktop 6 Consider PATH as a planning tool | He taputapu whakamahere | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/consider-path-as-a-planning-tool-he-taputapu-whakamahere/ Mobile 0 · Desktop 4 Create an accessible learning environment | Te waihanga wāhi ako tomopai | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/create-an-accessible-learning-environment-te-waihanga-wahi-ako-tomopai/ Mobile 0 · Desktop 7 Embed familiar supports | Ngā taituarā e mōhiotia ana | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/embed-familiar-supports-nga-taituara-e-mohiotia-ana/ Mobile 0 · Desktop 4 Enable social supports | Ngā taituarā pāpori | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/enable-social-supports-nga-taituara-papori/ Mobile 0 · Desktop 7 Ensure safety and wellbeing | Haumarutanga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/ensure-safety-and-wellbeing-haumarutanga/ Mobile 0 · Desktop 6 Explore learning environments | Te ao o ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/explore-learning-environments-te-ao-o-nga-akonga/ Mobile 0 · Desktop 6 Exploring supports | Ngā taituarā | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/exploring-supports-nga-taituara/ Mobile 0 · Desktop 5 Get to know ākonga | Te mōhio ki ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-akonga-te-mohio-ki-nga-akonga/ Mobile 0 · Desktop 5 Get to know whānau | Te mōhio ki te whānau | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-whanau-te-mohio-ki-te-whanau/ Mobile 0 · Desktop 7 Inclusive practice: Early years to primary | Te whare kōhungahunga ki te kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-early-years-to-primary-te-whare-kohungahunga-ki-te-kura/ Mobile 0 · Desktop 7 Inclusive practice: Primary to secondary | Kura tuatahi ki te kura tuarua | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-primary-to-secondary-te-kura-tuatahi-ki-te-kura-tuarua/ Mobile 0 · Desktop 7 Principles and purpose | Ngā mātāpono | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/principles-and-purpose-nga-matapono/ Mobile 0 · Desktop 1 Strengthen support team relationships | Te whakakaha hononga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/strengthen-support-team-relationships-te-whakakaha-hononga/ Mobile 0 · Desktop 4 Getting and using Ministry of Education funded assistive technologies | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/getting-and-using-ministry-of-education-funded-assistive-technologies/ Mobile 0 · Desktop 5 Identify learner needs | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/identify-learner-needs/ Mobile 0 · Desktop 7 Offer a range of supports | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/offer-a-range-of-supports/ Mobile 0 · Desktop 7 Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 0 · Desktop 7 Understanding technology and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/understanding-technology-and-its-impact-on-learning/ Mobile 0 · Desktop 1 What are funded assistive technologies (ATs) | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/what-are-funded-assistive-technologies/ Mobile 0 · Desktop 6 Identify what makes an inclusive school | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/identify-what-makes-an-inclusive-school/ Mobile 0 · Desktop 7 Meet national and international obligations, policies, and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/meet-national-and-international-obligations-policies-and-guidelines/ Mobile 0 · Desktop 7 Review community and financial resources available to support all your students | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-community-and-financial-resources-available-to-support-all-your-students/ Mobile 0 · Desktop 3 Review legal requirements under NZ law | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-legal-requirements-under-nz-law/ Mobile 0 · Desktop 6 Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 0 · Desktop 6 Consider universal supports and useful options | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/consider-universal-supports-and-useful-options/ Mobile 0 · Desktop 6 Create barrier-free goals and objectives | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/create-barrier-free-goals-and-objectives/ Mobile 0 · Desktop 7 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding-2/ Mobile 0 · Desktop 7 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding/ Mobile 0 · Desktop 7 Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 0 · Desktop 7 Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 0 · Desktop 7 Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 0 · Desktop 5 Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 0 · Desktop 7 Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 0 · Desktop 6 Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 0 · Desktop 7 Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 0 · Desktop 7 Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 0 · Desktop 7 Design the experience utilising the UDL Guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-the-experience-utilising-the-udl-guidelines/ Mobile 0 · Desktop 7 Ensure materials and resources are flexibly designed and accessible to all | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ensure-materials-and-resources-are-flexibly-designed-and-accessible-to-all-2/ Mobile 0 · Desktop 7 Identify barriers and supports | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-barriers-and-supports/ Mobile 0 · Desktop 6 Identify potential barriers to learning and wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-potential-barriers-to-learning-and-wellbeing/ Mobile 0 · Desktop 7 Learner variability | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/learner-variability-matters/ Mobile 0 · Desktop 6 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences-2/ Mobile 0 · Desktop 7 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences/ Mobile 0 · Desktop 7 Myths and facts about UDL | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/myths-and-facts-about-udl/ Mobile 0 · Desktop 2 Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 0 · Desktop 6 Prepare the physical and virtual environments for flexibility and personalisation | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-the-physical-and-virtual-environments-for-flexibility-and-personalisation-2/ Mobile 0 · Desktop 7 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting-2/ Mobile 0 · Desktop 7 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting/ Mobile 0 · Desktop 6 Take a people-first approach | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/take-a-people-first-approach/ Mobile 0 · Desktop 6 Teach, evaluate, and revise against the UDL guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/teach-evaluate-and-revise-against-the-udl-guidelines/ Mobile 0 · Desktop 6 UDL and differentiation and how they are connected | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-and-differentiation-and-how-they-are-connected/ Mobile 0 · Desktop 6 UDL framework and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-framework-guidelines/ Mobile 0 · Desktop 7 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__content">Present</span> 1,347 instances on 249 pages
Affected pages (249)
Support positive behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-positive-behaviour/ Mobile 0 · Desktop 5 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-social-interaction/ Mobile 0 · Desktop 6 Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 0 · Desktop 6 Reduce airborne allergy triggers | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/reduce-airborne-allergy-triggers/ Mobile 0 · Desktop 5 Review food safety policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-food-safety-policies-and-procedures/ Mobile 0 · Desktop 6 Review medication policies and procedures regarding access and storage | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-medication-policies-and-procedures-regarding-access-and-storage/ Mobile 0 · Desktop 6 Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 0 · Desktop 6 Asthma attack response | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-attack-response/ Mobile 0 · Desktop 6 Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 0 · Desktop 6 Identify and reduce common asthma triggers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/identify-and-reduce-common-asthma-triggers/ Mobile 0 · Desktop 4 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 6 Plan effective transitions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-effective-transitions/ Mobile 0 · Desktop 2 Plan safe EOTC trips and excursions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-safe-eotc-trips-and-excursions/ Mobile 0 · Desktop 5 Review your medication policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/review-your-medication-policies-and-procedures/ Mobile 0 · Desktop 5 Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 0 · Desktop 8 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/gather-information-to-inform-practice/ Mobile 0 · Desktop 6 Support participation and confidence | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-participation-and-build-confidence-2/ Mobile 0 · Desktop 5 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation-2/ Mobile 0 · Desktop 6 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation/ Mobile 0 · Desktop 6 Celebrate broad views of success | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/celebrate-broad-views-of-success/ Mobile 0 · Desktop 6 Connect with daily interactions | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/connect-with-daily-interactions/ Mobile 0 · Desktop 6 Create structure and routine | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-structure-and-routine/ Mobile 0 · Desktop 6 Create support plans | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-support-plans/ Mobile 0 · Desktop 5 Deepen relationships with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/deepen-relationships-with-students-and-whanau/ Mobile 0 · Desktop 6 Design responsive physical environments | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/design-responsive-physical-environments/ Mobile 0 · Desktop 6 Embed relational approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/embed-relational-approaches/ Mobile 0 · Desktop 5 Empower learners | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/empower-students/ Mobile 0 · Desktop 5 Honour and value te ao Māori | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/honour-and-value-te-ao-maori/ Mobile 0 · Desktop 6 Identify factors that shape behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/identify-factors-that-shape-behaviour/ Mobile 0 · Desktop 6 Manage times of stress or change | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/manage-times-of-stress-or-change/ Mobile 0 · Desktop 6 Plan and practise adult responses | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/plan-and-practise-adult-responses/ Mobile 0 · Desktop 5 Prioritise wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/prioritise-wellbeing/ Mobile 0 · Desktop 5 Recognise and remove barriers to learning | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-and-remove-barriers-to-learning/ Mobile 0 · Desktop 6 Recognise emerging distress | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-emerging-distress/ Mobile 0 · Desktop 6 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/reduce-overload-and-sensory-challenges/ Mobile 0 · Desktop 6 Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 0 · Desktop 6 Respond | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond/ Mobile 0 · Desktop 5 Restore | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/restore/ Mobile 0 · Desktop 6 Agree on clear expectations | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/set-clear-expectations/ Mobile 0 · Desktop 5 Support communication and self advocacy | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-communication-and-self-advocacy/ Mobile 0 · Desktop 5 Support positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-positive-peer-relationships/ Mobile 0 · Desktop 6 Teach and practise interpersonal skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-and-practise-interpersonal-skills/ Mobile 0 · Desktop 6 Teach coping strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-coping-strategies/ Mobile 0 · Desktop 5 Teach relaxation techniques | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-relaxation-techniques/ Mobile 0 · Desktop 5 Teach social and emotional skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-social-and-emotional-skills/ Mobile 0 · Desktop 6 Teach learners to enact school values | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-students-to-enact-school-values/ Mobile 0 · Desktop 4 Use trauma-informed practices | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand-the-impacts-of-trauma/ Mobile 0 · Desktop 6 Use de-escalation strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-de-escalation-strategies/ Mobile 0 · Desktop 6 Use flexible teaching approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-flexible-teaching-approaches-pedagogy/ Mobile 0 · Desktop 6 Value diversity | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/value-diversity/ Mobile 0 · Desktop 6 Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 0 · Desktop 6 Changes to physical wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/changes-to-physical-wellbeing/ Mobile 0 · Desktop 6 Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 0 · Desktop 6 Effects of ABI on stages of development | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/effects-of-abi-on-stages-of-development/ Mobile 0 · Desktop 6 Monitor physical activity and offer options to allow rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/monitor-physical-activity/ Mobile 0 · Desktop 6 Provide social and emotional support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/provide-social-and-emotional-support/ Mobile 0 · Desktop 5 Review your school-wide approaches to preventing injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/review-your-school-wide-approaches-to-preventing-injury/ Mobile 0 · Desktop 6 Support an effective process for return to early childhood education or school | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-an-effective-process-for-return-to-ece-or-school/ Mobile 0 · Desktop 6 Support attention, communication, and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-attention-communication-and-organisation-3/ Mobile 0 · Desktop 6 Support physical recovery and provide opportunities for rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-physical-recovery-2/ Mobile 0 · Desktop 6 Understand the injury and its implications | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-injury/ Mobile 0 · Desktop 5 Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 0 · Desktop 6 Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 0 · Desktop 5 Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 0 · Desktop 5 Follow protocols for sharing information | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/follow-protocols-for-sharing-information/ Mobile 0 · Desktop 4 Provide support for whānau as learning collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/provide-support-for-whanau/ Mobile 0 · Desktop 6 Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 0 · Desktop 6 Understanding the Learning Support Delivery Model (LSDM) and new models for collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/understanding-the-learning-support-delivery-model/ Mobile 0 · Desktop 6 Design with ākonga variability in mind | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/design-with-akonga-variability-in-mind/ Mobile 0 · Desktop 6 Develop processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-processing-and-organisation-skills/ Mobile 0 · Desktop 6 Develop your hybrid learning vision | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-your-hybrid-learning-vision/ Mobile 0 · Desktop 6 Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 0 · Desktop 6 Gather information to guide hybrid approaches | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/gather-information-and-develop-a-plan/ Mobile 0 · Desktop 6 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence-2/ Mobile 0 · Desktop 5 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence/ Mobile 0 · Desktop 5 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga-2/ Mobile 0 · Desktop 6 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga/ Mobile 0 · Desktop 6 Present information, content, and materials in different ways to support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways-to-support-understanding/ Mobile 0 · Desktop 6 Present information, content, and materials in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways/ Mobile 0 · Desktop 6 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know-2/ Mobile 0 · Desktop 5 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know/ Mobile 0 · Desktop 6 Review reading and writing strategies (years 1-6) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-1-6/ Mobile 0 · Desktop 6 Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 0 · Desktop 6 Explore approaches for students years 1-8 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-16/ Mobile 0 · Desktop 4 Explore approaches for students years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-713/ Mobile 0 · Desktop 5 Support ākonga and whānau during hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-akonga-and-whanau-during-hybrid-learning/ Mobile 0 · Desktop 6 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-processing-and-organisation/ Mobile 0 · Desktop 5 Understand the need for hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understand-the-need-for-hybrid-learning/ Mobile 0 · Desktop 4 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 0 · Desktop 6 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 0 · Desktop 5 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities-2/ Mobile 0 · Desktop 6 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities/ Mobile 0 · Desktop 5 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 6 Present information in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/present-information-in-different-ways/ Mobile 0 · Desktop 5 Provide support and options for students to create, learn and collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/provide-support-and-options-for-students-to-create-learn-and-collaborate/ Mobile 0 · Desktop 5 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-communication-using-recommended-approaches/ Mobile 0 · Desktop 6 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 0 · Desktop 6 Support students’ processing and organisational skills | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-students-processing-and-organisational-skills/ Mobile 0 · Desktop 6 Develop learner profiles with students | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/develop-learner-profiles-with-students/ Mobile 0 · Desktop 5 Focus on what a student can do and their next steps | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/focus-on-what-a-student-can-do-and-their-next-steps/ Mobile 0 · Desktop 6 Involve local iwi, Pasifika community, and cultural groups | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/involve-local-iwi-pasifika-community-and-cultural-groups/ Mobile 0 · Desktop 4 Strengthen a supportive peer culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/strengthen-a-supportive-peer-culture/ Mobile 0 · Desktop 6 Support student leadership with opportunities for responsibility within the school | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/support-student-leadership-with-opportunities-for-responsibility-within-the-school/ Mobile 0 · Desktop 4 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 0 · Desktop 6 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 0 · Desktop 6 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/organisations-programmes-and-resources/ Mobile 0 · Desktop 1 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 5 Present information in different ways to support access and understanding | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/present-information-in-different-ways-to-support-access-and-understanding/ Mobile 0 · Desktop 5 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share-2/ Mobile 0 · Desktop 5 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share/ Mobile 0 · Desktop 6 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-communication-using-recommended-approaches/ Mobile 0 · Desktop 4 Support interaction and positive behaviour using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-interaction-and-positive-behaviour-using-recommended-approaches/ Mobile 0 · Desktop 3 Support literacy and numeracy using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-literacy-and-numeracy-using-recommended-approaches/ Mobile 0 · Desktop 6 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence-2/ Mobile 0 · Desktop 4 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence/ Mobile 0 · Desktop 6 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills-2/ Mobile 0 · Desktop 6 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills/ Mobile 0 · Desktop 6 Support thinking using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-thinking-using-recommended-approaches/ Mobile 0 · Desktop 4 Using classroom assessments and monitoring | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/classroom-assessments-and-monitoring/ Mobile 0 · Desktop 5 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/organisations-programmes-and-resources/ Mobile 0 · Desktop 4 Partner with whānau | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/partner-with-whanau/ Mobile 0 · Desktop 5 Present information in different ways, using a multi-sensory approach | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/present-information-in-different-ways-using-a-multi-sensory-approach2/ Mobile 0 · Desktop 6 Provide options for assessment | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-for-assessment2/ Mobile 0 · Desktop 6 Provide options to create, learn, and share | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-to-create-learn-and-share2/ Mobile 0 · Desktop 5 Recognise and manage stress and anxiety | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/recognise-and-manage-stress-and-anxiety/ Mobile 0 · Desktop 6 Strengthen vocabulary knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/strengthen-vocabulary-knowledge/ Mobile 0 · Desktop 5 Teach spelling skills explicitly | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/teach-spelling-strategies-explicitly/ Mobile 0 · Desktop 6 Understanding how to build fluency | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/understanding-how-to-build-fluency/ Mobile 0 · Desktop 6 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-processing-and-organisation-9-13/ Mobile 0 · Desktop 6 Support self-management and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-self-management-and-organisation/ Mobile 0 · Desktop 6 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/gather-information-to-inform-practice/ Mobile 0 · Desktop 5 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 0 · Desktop 6 Respond to FASD impacts on the brain | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/respond-to-fasd-impacts-on-the-brain/ Mobile 0 · Desktop 6 The New Zealand Curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/the-new-zealand-curriculum/ Mobile 0 · Desktop 1 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y1-8-manage-successful-transitions/ Mobile 0 · Desktop 7 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-manage-successful-transitions/ Mobile 0 · Desktop 7 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-provide-options-to-create-learn-and-share/ Mobile 0 · Desktop 6 Support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-support-understanding/ Mobile 0 · Desktop 6 Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 0 · Desktop 6 Familiarise yourself with the Expanded Core Curriculum for students with low vision | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/familiarise-yourself-with-the-expanded-core-curriculum-for-students-with-low-vision/ Mobile 0 · Desktop 5 Use recommended approaches to support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/use-recommended-approaches-to-support-social-interaction/ Mobile 0 · Desktop 5 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 0 · Desktop 6 Value and utilise the knowledge, skills and experience of parents, whānau and the local community | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/value-and-utilise-the-knowledge-skills-and-experience-of-parents-whanau-and-the-local-community/ Mobile 0 · Desktop 4 Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 0 · Desktop 6 Introduce new learning approaches and routines to parents and whānau prior to moving | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-new-learning-approaches-and-routines-to-parents-and-whanau-prior-to-moving/ Mobile 0 · Desktop 5 Introduce students to the new space prior to moving to build familiarity and minimise challenging situations | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-students-to-the-new-space-prior-to-moving-to-build-familiarity-and-minimise-challenging-situations/ Mobile 0 · Desktop 4 Reflect cultural perspectives, consider te ao Māori and other cultures, design to support protocols and practices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/reflect-cultural-perspectives-consider-te-ao-maori-and-other-cultures-design-to-support-protocols-and-practices/ Mobile 0 · Desktop 6 Welcome parent and community input of support, expertise, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/welcome-parent-and-community-input-of-support-expertise-and-resources/ Mobile 0 · Desktop 4 Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 0 · Desktop 5 Support wellbeing and hauora | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/support-wellbeing-and-hauora/ Mobile 0 · Desktop 6 Explore beliefs, values, and expectations of parents and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/beliefs-values-and-expectations-of-parents-and-whanau/ Mobile 0 · Desktop 6 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/build-relationships-through-connection-understanding-and-trust/ Mobile 0 · Desktop 6 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-learner-profiles/ Mobile 0 · Desktop 6 Integrate te reo Māori and tikanga Māori into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-ways-to-integrate-te-reo-maori-and-tikanga-maori-into-your-classroom-programme/ Mobile 0 · Desktop 6 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 0 · Desktop 3 Share their mihi as part of classroom learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-opportunities-for-students-to-share-their-mihi/ Mobile 0 · Desktop 4 Discuss ākonga Māori learning and wellbeing, and plan effective support | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-regular-opportunities-to-discuss-students-learning-and-wellbeing-and-plan-effective-support/ Mobile 0 · Desktop 5 Foster whānau engagement | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/foster-whanau-engagement/ Mobile 0 · Desktop 6 Make cultural links between ākonga Māori stories and experiences to new ideas and concepts | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/make-cultural-links-between-maori-students-stories-and-experiences-to-new-ideas-and-concepts/ Mobile 0 · Desktop 6 Partner with whānau, parents, and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 6 Promoting kaupapa Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/promoting-kaupapa-maori/ Mobile 0 · Desktop 6 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/provide-leadership-opportunities/ Mobile 0 · Desktop 5 Review recent research, commentary, and initiatives | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/review-recent-research-commentary-and-initiatives/ Mobile 0 · Desktop 6 Upholding the rights of ākonga Māori and their whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/upholding-the-rights-of-akonga-maori-and-their-whanau/ Mobile 0 · Desktop 6 Value whānau and community expertise and networks | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/value-whanau-and-community-expertise-and-networks/ Mobile 0 · Desktop 3 Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 0 · Desktop 6 Build understanding of key concepts and terms | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/build-understanding-of-key-concepts-and-terms/ Mobile 0 · Desktop 6 Develop inclusive policies and systems, and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/develop-inclusive-policies-and-systems-and-procedures/ Mobile 0 · Desktop 7 Engage with community perspectives and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/engage-with-community-perspectives-and-expectations/ Mobile 0 · Desktop 6 Explore Māori and Pasifika understandings about sex characteristics, gender, and sexuality diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/explore-maori-and-pasifika-understandings-about-sex-characteristics-gender-and-sexuality-diversity/ Mobile 0 · Desktop 6 Make LGBTQIA+ content and themes visible across the curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/make-lgbtqia-content-and-themes-visible-across-the-curriculum/ Mobile 0 · Desktop 5 Plan sexuality and gender education years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/plan-sexuality-and-gender-education-years-9-13/ Mobile 0 · Desktop 2 Provide accessible, gender-neutral toilets | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-accessible-gender-neutral-toilets/ Mobile 0 · Desktop 4 Provide safe spaces, changing rooms and school trips | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-safe-spaces-changing-rooms-and-school-trips/ Mobile 0 · Desktop 6 Understand legal obligations and children's rights | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/understand-legal-obligations-and-childrens-rights/ Mobile 0 · Desktop 6 Use targeted programmes to facilitate opportunities for healthy discussion about sexuality, gender identity, and diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/use-targeted-programmes-to-facilitate-opportunities-for-healthy-discussion-about-sexuality-gender-identity-and-diversity/ Mobile 0 · Desktop 5 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 0 · Desktop 6 Create a welcoming environment where parents and families can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/create-a-welcoming-environment-where-parents-and-families-can-openly-discuss-concerns/ Mobile 0 · Desktop 5 Develop critical consciousness | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/developing-critical-consciousness/ Mobile 0 · Desktop 6 Explore family beliefs, values, and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/explore-family-beliefs-values-and-expectations/ Mobile 0 · Desktop 5 Integrate Pacific languages and practices into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/integrate-pacific-languages-and-practices-into-your-classroom-programme/ Mobile 0 · Desktop 6 Lead inclusive practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/leading-inclusive-practice/ Mobile 0 · Desktop 6 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/make-personal-connections-to-develop-understanding-and-trust/ Mobile 0 · Desktop 6 Partner with parents and family to support their child's learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/partner-with-parents-and-family-to-support-their-childs-learning/ Mobile 0 · Desktop 6 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/provide-leadership-opportunities/ Mobile 0 · Desktop 6 Strengthen Pacific community engagement to support student learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/strengthen-pacific-community-engagement-to-support-student-learning/ Mobile 0 · Desktop 5 Support Pacific learners with English as a second language | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/support-pacific-learners-with-english-as-a-second-language/ Mobile 0 · Desktop 6 Uphold Pacific values | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding-rights/ Mobile 0 · Desktop 5 Success as Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding/ Mobile 0 · Desktop 6 Use technologies to support learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/use-technologies-to-support-learning/ Mobile 0 · Desktop 5 Cooperative learning strategies | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/cooperative-learning-strategies/ Mobile 0 · Desktop 5 Facilitate positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/facilitate-positive-peer-relationships/ Mobile 0 · Desktop 6 Organise a collaborative environment | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/organise-a-collaborative-environment/ Mobile 0 · Desktop 5 Plan opportunities for students to collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/plan-opportunities-for-students-to-collaborate/ Mobile 0 · Desktop 6 Support friendships with structured approaches | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-friendships-with-structured-approaches/ Mobile 0 · Desktop 5 Support students in the playground | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-students-in-the-playground/ Mobile 0 · Desktop 7 Teach social skills | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/teach-social-skills/ Mobile 0 · Desktop 6 Understand social and emotional learning (SEL) | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/understand-social-and-emotional-learning-sel/ Mobile 0 · Desktop 6 Accessing the physical environment | Te whai wāhi ki te taiao kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/accessing-the-physical-environment-te-whai-wahi-ki-te-taiao-kura/ Mobile 0 · Desktop 5 Consider PATH as a planning tool | He taputapu whakamahere | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/consider-path-as-a-planning-tool-he-taputapu-whakamahere/ Mobile 0 · Desktop 3 Create an accessible learning environment | Te waihanga wāhi ako tomopai | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/create-an-accessible-learning-environment-te-waihanga-wahi-ako-tomopai/ Mobile 0 · Desktop 6 Embed familiar supports | Ngā taituarā e mōhiotia ana | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/embed-familiar-supports-nga-taituara-e-mohiotia-ana/ Mobile 0 · Desktop 3 Enable social supports | Ngā taituarā pāpori | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/enable-social-supports-nga-taituara-papori/ Mobile 0 · Desktop 6 Ensure safety and wellbeing | Haumarutanga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/ensure-safety-and-wellbeing-haumarutanga/ Mobile 0 · Desktop 5 Explore learning environments | Te ao o ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/explore-learning-environments-te-ao-o-nga-akonga/ Mobile 0 · Desktop 5 Exploring supports | Ngā taituarā | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/exploring-supports-nga-taituara/ Mobile 0 · Desktop 4 Get to know ākonga | Te mōhio ki ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-akonga-te-mohio-ki-nga-akonga/ Mobile 0 · Desktop 4 Get to know whānau | Te mōhio ki te whānau | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-whanau-te-mohio-ki-te-whanau/ Mobile 0 · Desktop 6 Inclusive practice: Early years to primary | Te whare kōhungahunga ki te kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-early-years-to-primary-te-whare-kohungahunga-ki-te-kura/ Mobile 0 · Desktop 6 Inclusive practice: Primary to secondary | Kura tuatahi ki te kura tuarua | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-primary-to-secondary-te-kura-tuatahi-ki-te-kura-tuarua/ Mobile 0 · Desktop 6 Strengthen support team relationships | Te whakakaha hononga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/strengthen-support-team-relationships-te-whakakaha-hononga/ Mobile 0 · Desktop 3 Getting and using Ministry of Education funded assistive technologies | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/getting-and-using-ministry-of-education-funded-assistive-technologies/ Mobile 0 · Desktop 4 Identify learner needs | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/identify-learner-needs/ Mobile 0 · Desktop 6 Offer a range of supports | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/offer-a-range-of-supports/ Mobile 0 · Desktop 6 Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 0 · Desktop 6 What are funded assistive technologies (ATs) | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/what-are-funded-assistive-technologies/ Mobile 0 · Desktop 5 Identify what makes an inclusive school | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/identify-what-makes-an-inclusive-school/ Mobile 0 · Desktop 6 Meet national and international obligations, policies, and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/meet-national-and-international-obligations-policies-and-guidelines/ Mobile 0 · Desktop 6 Review community and financial resources available to support all your students | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-community-and-financial-resources-available-to-support-all-your-students/ Mobile 0 · Desktop 2 Review legal requirements under NZ law | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-legal-requirements-under-nz-law/ Mobile 0 · Desktop 5 Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 0 · Desktop 5 Consider universal supports and useful options | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/consider-universal-supports-and-useful-options/ Mobile 0 · Desktop 5 Create barrier-free goals and objectives | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/create-barrier-free-goals-and-objectives/ Mobile 0 · Desktop 6 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding-2/ Mobile 0 · Desktop 6 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding/ Mobile 0 · Desktop 6 Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 0 · Desktop 6 Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 0 · Desktop 6 Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 0 · Desktop 4 Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 0 · Desktop 6 Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 0 · Desktop 5 Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 0 · Desktop 6 Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 0 · Desktop 6 Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 0 · Desktop 6 Design the experience utilising the UDL Guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-the-experience-utilising-the-udl-guidelines/ Mobile 0 · Desktop 6 Ensure materials and resources are flexibly designed and accessible to all | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ensure-materials-and-resources-are-flexibly-designed-and-accessible-to-all-2/ Mobile 0 · Desktop 6 Identify barriers and supports | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-barriers-and-supports/ Mobile 0 · Desktop 5 Identify potential barriers to learning and wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-potential-barriers-to-learning-and-wellbeing/ Mobile 0 · Desktop 6 Learner variability | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/learner-variability-matters/ Mobile 0 · Desktop 5 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences-2/ Mobile 0 · Desktop 6 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences/ Mobile 0 · Desktop 6 Myths and facts about UDL | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/myths-and-facts-about-udl/ Mobile 0 · Desktop 1 Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 0 · Desktop 5 Prepare the physical and virtual environments for flexibility and personalisation | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-the-physical-and-virtual-environments-for-flexibility-and-personalisation-2/ Mobile 0 · Desktop 6 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting-2/ Mobile 0 · Desktop 6 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting/ Mobile 0 · Desktop 5 Take a people-first approach | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/take-a-people-first-approach/ Mobile 0 · Desktop 5 Teach, evaluate, and revise against the UDL guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/teach-evaluate-and-revise-against-the-udl-guidelines/ Mobile 0 · Desktop 5 UDL and differentiation and how they are connected | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-and-differentiation-and-how-they-are-connected/ Mobile 0 · Desktop 5 UDL framework and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-framework-guidelines/ Mobile 0 · Desktop 6 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__content">Visit website</span> 836 instances on 196 pages
Affected pages (196)
About inclusive education | Inclusive Education https://inclusive.tki.org.nz/about-inclusive-education-2/ Mobile 1 · Desktop 1 ADHD and learning | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/ Mobile 1 · Desktop 1 Support positive behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-positive-behaviour/ Mobile 1 · Desktop 1 Allergies and learning | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/ Mobile 4 · Desktop 4 Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 3 · Desktop 3 Reduce airborne allergy triggers | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/reduce-airborne-allergy-triggers/ Mobile 3 · Desktop 3 Review food safety policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-food-safety-policies-and-procedures/ Mobile 1 · Desktop 1 Review medication policies and procedures regarding access and storage | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-medication-policies-and-procedures-regarding-access-and-storage/ Mobile 2 · Desktop 2 Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 1 · Desktop 1 Asthma and learning | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/ Mobile 2 · Desktop 2 Asthma attack response | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-attack-response/ Mobile 2 · Desktop 2 Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 2 · Desktop 2 Identify and reduce common asthma triggers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/identify-and-reduce-common-asthma-triggers/ Mobile 1 · Desktop 1 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 3 · Desktop 3 Plan safe EOTC trips and excursions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-safe-eotc-trips-and-excursions/ Mobile 3 · Desktop 3 Review your medication policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/review-your-medication-policies-and-procedures/ Mobile 2 · Desktop 2 Understanding asthma | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/understanding-asthma/ Mobile 1 · Desktop 1 Autism and learning | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/ Mobile 3 · Desktop 3 Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 1 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation-2/ Mobile 2 · Desktop 2 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation/ Mobile 3 · Desktop 3 Behaviour and learning | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/ Mobile 4 · Desktop 4 Honour and value te ao Māori | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/honour-and-value-te-ao-maori/ Mobile 5 · Desktop 5 Support positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-positive-peer-relationships/ Mobile 2 · Desktop 2 Teach and practise interpersonal skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-and-practise-interpersonal-skills/ Mobile 3 · Desktop 3 Teach social and emotional skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-social-and-emotional-skills/ Mobile 6 · Desktop 6 Use trauma-informed practices | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand-the-impacts-of-trauma/ Mobile 5 · Desktop 5 Supporting learners with acquired brain injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/ Mobile 2 · Desktop 2 Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 2 · Desktop 2 Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 2 · Desktop 2 Provide social and emotional support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/provide-social-and-emotional-support/ Mobile 1 · Desktop 1 Review your school-wide approaches to preventing injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/review-your-school-wide-approaches-to-preventing-injury/ Mobile 2 · Desktop 2 Support an effective process for return to early childhood education or school | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-an-effective-process-for-return-to-ece-or-school/ Mobile 2 · Desktop 2 Support attention, communication, and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-attention-communication-and-organisation-3/ Mobile 1 · Desktop 1 Understand the injury and its implications | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-injury/ Mobile 2 · Desktop 2 Collaborative planning for learning | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/ Mobile 5 · Desktop 5 Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 2 · Desktop 2 Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 1 · Desktop 1 Provide support for whānau as learning collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/provide-support-for-whanau/ Mobile 2 · Desktop 2 Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 1 · Desktop 1 Understanding the Learning Support Delivery Model (LSDM) and new models for collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/understanding-the-learning-support-delivery-model/ Mobile 1 · Desktop 1 Curriculum accessibility | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/ Mobile 5 · Desktop 5 Design with ākonga variability in mind | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/design-with-akonga-variability-in-mind/ Mobile 3 · Desktop 3 Develop processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-processing-and-organisation-skills/ Mobile 1 · Desktop 1 Develop your hybrid learning vision | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-your-hybrid-learning-vision/ Mobile 3 · Desktop 3 Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 1 · Desktop 1 Gather information to guide hybrid approaches | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/gather-information-and-develop-a-plan/ Mobile 4 · Desktop 4 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence-2/ Mobile 3 · Desktop 3 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga-2/ Mobile 2 · Desktop 2 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga/ Mobile 2 · Desktop 2 Present information, content, and materials in different ways to support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways-to-support-understanding/ Mobile 3 · Desktop 3 Present information, content, and materials in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways/ Mobile 1 · Desktop 1 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know/ Mobile 1 · Desktop 1 Review reading and writing strategies (years 1-6) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-1-6/ Mobile 3 · Desktop 3 Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 2 · Desktop 2 Explore approaches for students years 1-8 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-16/ Mobile 3 · Desktop 3 Deaf or hard of hearing students and learning | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ Mobile 1 · Desktop 1 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 4 · Desktop 4 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 1 · Desktop 1 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities-2/ Mobile 1 · Desktop 1 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities/ Mobile 2 · Desktop 2 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 1 · Desktop 1 Present information in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/present-information-in-different-ways/ Mobile 1 · Desktop 1 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-communication-using-recommended-approaches/ Mobile 4 · Desktop 4 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 1 · Desktop 1 Support students’ processing and organisational skills | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-students-processing-and-organisational-skills/ Mobile 1 · Desktop 1 Developing an inclusive classroom culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/ Mobile 2 · Desktop 2 Focus on what a student can do and their next steps | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/focus-on-what-a-student-can-do-and-their-next-steps/ Mobile 1 · Desktop 1 Involve local iwi, Pasifika community, and cultural groups | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/involve-local-iwi-pasifika-community-and-cultural-groups/ Mobile 2 · Desktop 2 Down syndrome and learning | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ Mobile 2 · Desktop 2 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 4 · Desktop 4 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 3 · Desktop 3 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 2 · Desktop 2 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share-2/ Mobile 1 · Desktop 1 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share/ Mobile 1 · Desktop 1 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-communication-using-recommended-approaches/ Mobile 2 · Desktop 2 Support interaction and positive behaviour using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-interaction-and-positive-behaviour-using-recommended-approaches/ Mobile 2 · Desktop 2 Support literacy and numeracy using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-literacy-and-numeracy-using-recommended-approaches/ Mobile 3 · Desktop 3 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence-2/ Mobile 3 · Desktop 3 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence/ Mobile 2 · Desktop 2 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills-2/ Mobile 3 · Desktop 3 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills/ Mobile 2 · Desktop 2 Support thinking using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-thinking-using-recommended-approaches/ Mobile 2 · Desktop 2 Dyslexia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/ Mobile 4 · Desktop 4 Using classroom assessments and monitoring | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/classroom-assessments-and-monitoring/ Mobile 2 · Desktop 2 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/organisations-programmes-and-resources/ Mobile 3 · Desktop 3 Partner with whānau | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/partner-with-whanau/ Mobile 2 · Desktop 2 Present information in different ways, using a multi-sensory approach | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/present-information-in-different-ways-using-a-multi-sensory-approach2/ Mobile 1 · Desktop 1 Provide options for assessment | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-for-assessment2/ Mobile 2 · Desktop 2 Provide options to create, learn, and share | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-to-create-learn-and-share2/ Mobile 1 · Desktop 1 Recognise and manage stress and anxiety | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/recognise-and-manage-stress-and-anxiety/ Mobile 2 · Desktop 2 Strengthen vocabulary knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/strengthen-vocabulary-knowledge/ Mobile 3 · Desktop 3 Teach spelling skills explicitly | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/teach-spelling-strategies-explicitly/ Mobile 3 · Desktop 3 Understanding how to build fluency | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/understanding-how-to-build-fluency/ Mobile 1 · Desktop 1 Dyspraxia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/ Mobile 1 · Desktop 1 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-processing-and-organisation-9-13/ Mobile 3 · Desktop 3 Support self-management and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-self-management-and-organisation/ Mobile 3 · Desktop 3 Fetal alcohol spectrum disorder and learning | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/ Mobile 5 · Desktop 5 The New Zealand Curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/the-new-zealand-curriculum/ Mobile 3 · Desktop 3 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y1-8-manage-successful-transitions/ Mobile 1 · Desktop 1 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-manage-successful-transitions/ Mobile 2 · Desktop 2 Leading schools that include all learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/ Mobile 1 · Desktop 1 Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 1 · Desktop 1 Low vision and learning | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/ Mobile 3 · Desktop 3 Familiarise yourself with the Expanded Core Curriculum for students with low vision | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/familiarise-yourself-with-the-expanded-core-curriculum-for-students-with-low-vision/ Mobile 1 · Desktop 1 Use recommended approaches to support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/use-recommended-approaches-to-support-social-interaction/ Mobile 2 · Desktop 2 Partnering with parents, whānau, and communities | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/ Mobile 2 · Desktop 2 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 2 · Desktop 2 Value and utilise the knowledge, skills and experience of parents, whānau and the local community | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/value-and-utilise-the-knowledge-skills-and-experience-of-parents-whanau-and-the-local-community/ Mobile 2 · Desktop 2 Planning innovative learning environments (ILEs) | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/ Mobile 5 · Desktop 5 Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 1 Reflect cultural perspectives, consider te ao Māori and other cultures, design to support protocols and practices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/reflect-cultural-perspectives-consider-te-ao-maori-and-other-cultures-design-to-support-protocols-and-practices/ Mobile 1 · Desktop 1 Preparing students to leave school | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/ Mobile 4 · Desktop 4 Speech, Language and Communication | Inclusive Education https://inclusive.tki.org.nz/guides/speech-language-and-communication/ Mobile 6 · Desktop 6 Supporting ākonga Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/ Mobile 1 · Desktop 1 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/build-relationships-through-connection-understanding-and-trust/ Mobile 2 · Desktop 2 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-learner-profiles/ Mobile 1 · Desktop 1 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 2 · Desktop 2 Share their mihi as part of classroom learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-opportunities-for-students-to-share-their-mihi/ Mobile 3 · Desktop 3 Discuss ākonga Māori learning and wellbeing, and plan effective support | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-regular-opportunities-to-discuss-students-learning-and-wellbeing-and-plan-effective-support/ Mobile 1 · Desktop 1 Foster whānau engagement | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/foster-whanau-engagement/ Mobile 3 · Desktop 3 Make cultural links between ākonga Māori stories and experiences to new ideas and concepts | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/make-cultural-links-between-maori-students-stories-and-experiences-to-new-ideas-and-concepts/ Mobile 1 · Desktop 1 Partner with whānau, parents, and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/partner-with-whanau-parents-and-caregivers/ Mobile 2 · Desktop 2 Promoting kaupapa Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/promoting-kaupapa-maori/ Mobile 2 · Desktop 2 Review recent research, commentary, and initiatives | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/review-recent-research-commentary-and-initiatives/ Mobile 2 · Desktop 2 Upholding the rights of ākonga Māori and their whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/upholding-the-rights-of-akonga-maori-and-their-whanau/ Mobile 4 · Desktop 4 Value whānau and community expertise and networks | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/value-whanau-and-community-expertise-and-networks/ Mobile 3 · Desktop 3 Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 3 · Desktop 3 Supporting LGBTQIA+ students | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/ Mobile 7 · Desktop 7 Build understanding of key concepts and terms | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/build-understanding-of-key-concepts-and-terms/ Mobile 3 · Desktop 3 Develop inclusive policies and systems, and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/develop-inclusive-policies-and-systems-and-procedures/ Mobile 3 · Desktop 3 Engage with community perspectives and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/engage-with-community-perspectives-and-expectations/ Mobile 1 · Desktop 1 Explore Māori and Pasifika understandings about sex characteristics, gender, and sexuality diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/explore-maori-and-pasifika-understandings-about-sex-characteristics-gender-and-sexuality-diversity/ Mobile 3 · Desktop 3 Make LGBTQIA+ content and themes visible across the curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/make-lgbtqia-content-and-themes-visible-across-the-curriculum/ Mobile 2 · Desktop 2 Provide accessible, gender-neutral toilets | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-accessible-gender-neutral-toilets/ Mobile 3 · Desktop 3 Provide safe spaces, changing rooms and school trips | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-safe-spaces-changing-rooms-and-school-trips/ Mobile 2 · Desktop 2 Understand legal obligations and children's rights | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/understand-legal-obligations-and-childrens-rights/ Mobile 2 · Desktop 2 Use targeted programmes to facilitate opportunities for healthy discussion about sexuality, gender identity, and diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/use-targeted-programmes-to-facilitate-opportunities-for-healthy-discussion-about-sexuality-gender-identity-and-diversity/ Mobile 2 · Desktop 2 Supporting Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ Mobile 3 · Desktop 3 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 1 · Desktop 1 Develop critical consciousness | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/developing-critical-consciousness/ Mobile 3 · Desktop 3 Explore family beliefs, values, and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/explore-family-beliefs-values-and-expectations/ Mobile 1 · Desktop 1 Integrate Pacific languages and practices into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/integrate-pacific-languages-and-practices-into-your-classroom-programme/ Mobile 1 · Desktop 1 Lead inclusive practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/leading-inclusive-practice/ Mobile 1 · Desktop 1 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/make-personal-connections-to-develop-understanding-and-trust/ Mobile 1 · Desktop 1 Partner with parents and family to support their child's learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/partner-with-parents-and-family-to-support-their-childs-learning/ Mobile 2 · Desktop 2 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/provide-leadership-opportunities/ Mobile 1 · Desktop 1 Support Pacific learners with English as a second language | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/support-pacific-learners-with-english-as-a-second-language/ Mobile 1 · Desktop 1 Use technologies to support learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/use-technologies-to-support-learning/ Mobile 2 · Desktop 2 Supporting positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/ Mobile 4 · Desktop 4 Cooperative learning strategies | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/cooperative-learning-strategies/ Mobile 3 · Desktop 3 Facilitate positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/facilitate-positive-peer-relationships/ Mobile 3 · Desktop 3 Organise a collaborative environment | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/organise-a-collaborative-environment/ Mobile 1 · Desktop 1 Plan opportunities for students to collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/plan-opportunities-for-students-to-collaborate/ Mobile 2 · Desktop 2 Support friendships with structured approaches | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-friendships-with-structured-approaches/ Mobile 2 · Desktop 2 Support students in the playground | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-students-in-the-playground/ Mobile 1 · Desktop 1 Teach social skills | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/teach-social-skills/ Mobile 3 · Desktop 3 Understand social and emotional learning (SEL) | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/understand-social-and-emotional-learning-sel/ Mobile 3 · Desktop 3 Te Ara Ako – Learning pathways in times of change | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/ Mobile 1 · Desktop 1 Accessing the physical environment | Te whai wāhi ki te taiao kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/accessing-the-physical-environment-te-whai-wahi-ki-te-taiao-kura/ Mobile 1 · Desktop 1 Consider PATH as a planning tool | He taputapu whakamahere | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/consider-path-as-a-planning-tool-he-taputapu-whakamahere/ Mobile 1 · Desktop 1 Create an accessible learning environment | Te waihanga wāhi ako tomopai | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/create-an-accessible-learning-environment-te-waihanga-wahi-ako-tomopai/ Mobile 2 · Desktop 2 Enable social supports | Ngā taituarā pāpori | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/enable-social-supports-nga-taituara-papori/ Mobile 1 · Desktop 1 Explore learning environments | Te ao o ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/explore-learning-environments-te-ao-o-nga-akonga/ Mobile 1 · Desktop 1 Exploring supports | Ngā taituarā | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/exploring-supports-nga-taituara/ Mobile 3 · Desktop 3 Get to know ākonga | Te mōhio ki ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-akonga-te-mohio-ki-nga-akonga/ Mobile 1 · Desktop 1 Get to know whānau | Te mōhio ki te whānau | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-whanau-te-mohio-ki-te-whanau/ Mobile 1 · Desktop 1 Inclusive practice: Early years to primary | Te whare kōhungahunga ki te kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-early-years-to-primary-te-whare-kohungahunga-ki-te-kura/ Mobile 1 · Desktop 1 Technology tools for learning | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/ Mobile 4 · Desktop 4 Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 1 · Desktop 1 The role of school boards | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/ Mobile 1 · Desktop 1 Identify what makes an inclusive school | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/identify-what-makes-an-inclusive-school/ Mobile 1 · Desktop 1 Meet national and international obligations, policies, and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/meet-national-and-international-obligations-policies-and-guidelines/ Mobile 3 · Desktop 3 Review legal requirements under NZ law | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-legal-requirements-under-nz-law/ Mobile 3 · Desktop 3 Universal Design for Learning | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ Mobile 5 · Desktop 5 Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 3 · Desktop 3 Consider universal supports and useful options | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/consider-universal-supports-and-useful-options/ Mobile 2 · Desktop 2 Create barrier-free goals and objectives | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/create-barrier-free-goals-and-objectives/ Mobile 1 · Desktop 1 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding-2/ Mobile 2 · Desktop 2 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding/ Mobile 2 · Desktop 2 Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 1 · Desktop 1 Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 1 · Desktop 1 Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 3 · Desktop 3 Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 1 · Desktop 1 Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 1 · Desktop 1 Design the experience utilising the UDL Guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-the-experience-utilising-the-udl-guidelines/ Mobile 1 · Desktop 1 Ensure materials and resources are flexibly designed and accessible to all | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ensure-materials-and-resources-are-flexibly-designed-and-accessible-to-all-2/ Mobile 1 · Desktop 1 Identify barriers and supports | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-barriers-and-supports/ Mobile 2 · Desktop 2 Identify potential barriers to learning and wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-potential-barriers-to-learning-and-wellbeing/ Mobile 1 · Desktop 1 Learner variability | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/learner-variability-matters/ Mobile 2 · Desktop 2 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences-2/ Mobile 1 · Desktop 1 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences/ Mobile 2 · Desktop 2 Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 2 · Desktop 2 Prepare the physical and virtual environments for flexibility and personalisation | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-the-physical-and-virtual-environments-for-flexibility-and-personalisation-2/ Mobile 2 · Desktop 2 Teach, evaluate, and revise against the UDL guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/teach-evaluate-and-revise-against-the-udl-guidelines/ Mobile 1 · Desktop 1 UDL and differentiation and how they are connected | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-and-differentiation-and-how-they-are-connected/ Mobile 1 · Desktop 1 WCAG Success Criterion 4.1.2 Name, Role, Value (Level A)
Ensure buttons have discernible text
<button class="b-video-js__trigger"> 458 instances on 147 pages
Affected pages (147)
Inclusive Education | Inclusive Education https://inclusive.tki.org.nz/ Mobile 1 · Desktop 1 About inclusive education | Inclusive Education https://inclusive.tki.org.nz/about-inclusive-education-2/ Mobile 1 · Desktop 1 ADHD and learning | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/ Mobile 2 · Desktop 2 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-social-interaction/ Mobile 1 · Desktop 1 Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 1 · Desktop 1 Understanding asthma | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/understanding-asthma/ Mobile 1 · Desktop 1 Autism and learning | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/ Mobile 2 · Desktop 2 Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 1 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/gather-information-to-inform-practice/ Mobile 1 · Desktop 1 Support participation and confidence | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-participation-and-build-confidence-2/ Mobile 2 · Desktop 2 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation-2/ Mobile 1 · Desktop 1 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation/ Mobile 1 · Desktop 1 Understanding autism | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/understanding-autism/ Mobile 2 · Desktop 2 Celebrate broad views of success | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/celebrate-broad-views-of-success/ Mobile 2 · Desktop 2 Connect with daily interactions | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/connect-with-daily-interactions/ Mobile 2 · Desktop 2 Create structure and routine | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-structure-and-routine/ Mobile 1 · Desktop 1 Create support plans | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-support-plans/ Mobile 1 · Desktop 1 Deepen relationships with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/deepen-relationships-with-students-and-whanau/ Mobile 2 · Desktop 2 Design responsive physical environments | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/design-responsive-physical-environments/ Mobile 1 · Desktop 1 Embed relational approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/embed-relational-approaches/ Mobile 3 · Desktop 3 Empower learners | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/empower-students/ Mobile 1 · Desktop 1 Honour and value te ao Māori | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/honour-and-value-te-ao-maori/ Mobile 2 · Desktop 2 Identify factors that shape behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/identify-factors-that-shape-behaviour/ Mobile 1 · Desktop 1 Manage times of stress or change | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/manage-times-of-stress-or-change/ Mobile 1 · Desktop 1 Prioritise wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/prioritise-wellbeing/ Mobile 2 · Desktop 2 Recognise emerging distress | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-emerging-distress/ Mobile 1 · Desktop 1 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/reduce-overload-and-sensory-challenges/ Mobile 2 · Desktop 2 Agree on clear expectations | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/set-clear-expectations/ Mobile 3 · Desktop 3 Support communication and self advocacy | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-communication-and-self-advocacy/ Mobile 1 · Desktop 1 Support positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-positive-peer-relationships/ Mobile 2 · Desktop 2 Teach and practise interpersonal skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-and-practise-interpersonal-skills/ Mobile 2 · Desktop 2 Teach coping strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-coping-strategies/ Mobile 2 · Desktop 2 Teach relaxation techniques | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-relaxation-techniques/ Mobile 2 · Desktop 2 Teach learners to enact school values | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-students-to-enact-school-values/ Mobile 1 · Desktop 1 Use trauma-informed practices | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand-the-impacts-of-trauma/ Mobile 3 · Desktop 3 Understanding behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand/ Mobile 3 · Desktop 3 Use de-escalation strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-de-escalation-strategies/ Mobile 1 · Desktop 1 Use flexible teaching approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-flexible-teaching-approaches-pedagogy/ Mobile 2 · Desktop 2 Understand the injury and its implications | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-injury/ Mobile 1 · Desktop 1 Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 1 · Desktop 1 Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 1 · Desktop 1 Curriculum accessibility | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/ Mobile 3 · Desktop 3 Develop processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-processing-and-organisation-skills/ Mobile 1 · Desktop 1 Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 2 · Desktop 2 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence-2/ Mobile 2 · Desktop 2 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence/ Mobile 1 · Desktop 1 Present information, content, and materials in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways/ Mobile 2 · Desktop 2 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know-2/ Mobile 1 · Desktop 1 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know/ Mobile 2 · Desktop 2 Review reading and writing strategies (years 1-6) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-1-6/ Mobile 1 · Desktop 1 Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 2 · Desktop 2 Explore approaches for students years 1-8 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-16/ Mobile 1 · Desktop 1 Explore approaches for students years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-713/ Mobile 2 · Desktop 2 Support ākonga and whānau during hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-akonga-and-whanau-during-hybrid-learning/ Mobile 1 · Desktop 1 Deaf or hard of hearing students and learning | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ Mobile 1 · Desktop 1 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 1 · Desktop 1 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities-2/ Mobile 1 · Desktop 1 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities/ Mobile 1 · Desktop 1 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 2 · Desktop 2 Present information in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/present-information-in-different-ways/ Mobile 1 · Desktop 1 Provide support and options for students to create, learn and collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/provide-support-and-options-for-students-to-create-learn-and-collaborate/ Mobile 1 · Desktop 1 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 1 · Desktop 1 Developing an inclusive classroom culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/ Mobile 1 · Desktop 1 Focus on what a student can do and their next steps | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/focus-on-what-a-student-can-do-and-their-next-steps/ Mobile 1 · Desktop 1 Involve local iwi, Pasifika community, and cultural groups | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/involve-local-iwi-pasifika-community-and-cultural-groups/ Mobile 1 · Desktop 1 Strengthen a supportive peer culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/strengthen-a-supportive-peer-culture/ Mobile 1 · Desktop 1 Support student leadership with opportunities for responsibility within the school | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/support-student-leadership-with-opportunities-for-responsibility-within-the-school/ Mobile 2 · Desktop 2 Down syndrome and learning | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ Mobile 3 · Desktop 3 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 1 · Desktop 1 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 2 · Desktop 2 Present information in different ways to support access and understanding | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/present-information-in-different-ways-to-support-access-and-understanding/ Mobile 2 · Desktop 2 Support literacy and numeracy using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-literacy-and-numeracy-using-recommended-approaches/ Mobile 2 · Desktop 2 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence/ Mobile 2 · Desktop 2 Understanding Down syndrome | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/understanding-down-syndrome/ Mobile 2 · Desktop 2 Dyslexia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/ Mobile 3 · Desktop 3 Provide options for assessment | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-for-assessment2/ Mobile 1 · Desktop 1 Provide options to create, learn, and share | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-to-create-learn-and-share2/ Mobile 1 · Desktop 1 Recognise and manage stress and anxiety | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/recognise-and-manage-stress-and-anxiety/ Mobile 1 · Desktop 1 Dyspraxia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/ Mobile 1 · Desktop 1 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-processing-and-organisation-9-13/ Mobile 1 · Desktop 1 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 1 · Desktop 1 Respond to FASD impacts on the brain | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/respond-to-fasd-impacts-on-the-brain/ Mobile 1 · Desktop 1 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y1-8-manage-successful-transitions/ Mobile 2 · Desktop 2 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-provide-options-to-create-learn-and-share/ Mobile 1 · Desktop 1 Support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-support-understanding/ Mobile 1 · Desktop 1 Leading schools that include all learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/ Mobile 1 · Desktop 1 Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 3 · Desktop 3 Low vision and learning | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/ Mobile 2 · Desktop 2 Familiarise yourself with the Expanded Core Curriculum for students with low vision | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/familiarise-yourself-with-the-expanded-core-curriculum-for-students-with-low-vision/ Mobile 2 · Desktop 2 Use recommended approaches to support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/use-recommended-approaches-to-support-social-interaction/ Mobile 2 · Desktop 2 Partnering with parents, whānau, and communities | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/ Mobile 2 · Desktop 2 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 1 · Desktop 1 Value and utilise the knowledge, skills and experience of parents, whānau and the local community | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/value-and-utilise-the-knowledge-skills-and-experience-of-parents-whanau-and-the-local-community/ Mobile 2 · Desktop 2 Introduce students to the new space prior to moving to build familiarity and minimise challenging situations | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-students-to-the-new-space-prior-to-moving-to-build-familiarity-and-minimise-challenging-situations/ Mobile 1 · Desktop 1 Reflect cultural perspectives, consider te ao Māori and other cultures, design to support protocols and practices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/reflect-cultural-perspectives-consider-te-ao-maori-and-other-cultures-design-to-support-protocols-and-practices/ Mobile 1 · Desktop 1 Preparing students to leave school | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/ Mobile 1 · Desktop 1 Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 2 · Desktop 2 Supporting ākonga Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/ Mobile 4 · Desktop 4 Explore beliefs, values, and expectations of parents and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/beliefs-values-and-expectations-of-parents-and-whanau/ Mobile 2 · Desktop 2 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/build-relationships-through-connection-understanding-and-trust/ Mobile 3 · Desktop 3 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-learner-profiles/ Mobile 2 · Desktop 2 Integrate te reo Māori and tikanga Māori into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-ways-to-integrate-te-reo-maori-and-tikanga-maori-into-your-classroom-programme/ Mobile 2 · Desktop 2 Share their mihi as part of classroom learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-opportunities-for-students-to-share-their-mihi/ Mobile 2 · Desktop 2 Discuss ākonga Māori learning and wellbeing, and plan effective support | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-regular-opportunities-to-discuss-students-learning-and-wellbeing-and-plan-effective-support/ Mobile 1 · Desktop 1 Foster whānau engagement | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/foster-whanau-engagement/ Mobile 3 · Desktop 3 Make cultural links between ākonga Māori stories and experiences to new ideas and concepts | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/make-cultural-links-between-maori-students-stories-and-experiences-to-new-ideas-and-concepts/ Mobile 3 · Desktop 3 Partner with whānau, parents, and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/partner-with-whanau-parents-and-caregivers/ Mobile 1 · Desktop 1 Promoting kaupapa Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/promoting-kaupapa-maori/ Mobile 1 · Desktop 1 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/provide-leadership-opportunities/ Mobile 3 · Desktop 3 Value whānau and community expertise and networks | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/value-whanau-and-community-expertise-and-networks/ Mobile 1 · Desktop 1 Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 1 · Desktop 1 Supporting LGBTQIA+ students | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/ Mobile 1 · Desktop 1 Supporting Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ Mobile 2 · Desktop 2 Create a welcoming environment where parents and families can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/create-a-welcoming-environment-where-parents-and-families-can-openly-discuss-concerns/ Mobile 2 · Desktop 2 Explore family beliefs, values, and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/explore-family-beliefs-values-and-expectations/ Mobile 1 · Desktop 1 Integrate Pacific languages and practices into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/integrate-pacific-languages-and-practices-into-your-classroom-programme/ Mobile 3 · Desktop 3 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/make-personal-connections-to-develop-understanding-and-trust/ Mobile 3 · Desktop 3 Partner with parents and family to support their child's learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/partner-with-parents-and-family-to-support-their-childs-learning/ Mobile 1 · Desktop 1 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/provide-leadership-opportunities/ Mobile 3 · Desktop 3 Strengthen Pacific community engagement to support student learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/strengthen-pacific-community-engagement-to-support-student-learning/ Mobile 2 · Desktop 2 Support Pacific learners with English as a second language | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/support-pacific-learners-with-english-as-a-second-language/ Mobile 4 · Desktop 4 Success as Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding/ Mobile 1 · Desktop 1 Use technologies to support learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/use-technologies-to-support-learning/ Mobile 2 · Desktop 2 Cooperative learning strategies | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/cooperative-learning-strategies/ Mobile 1 · Desktop 1 Facilitate positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/facilitate-positive-peer-relationships/ Mobile 2 · Desktop 2 Plan opportunities for students to collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/plan-opportunities-for-students-to-collaborate/ Mobile 2 · Desktop 2 Support friendships with structured approaches | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-friendships-with-structured-approaches/ Mobile 1 · Desktop 1 Support students in the playground | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-students-in-the-playground/ Mobile 1 · Desktop 1 Teach social skills | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/teach-social-skills/ Mobile 1 · Desktop 1 Te Ara Ako – Learning pathways in times of change | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/ Mobile 2 · Desktop 2 Consider PATH as a planning tool | He taputapu whakamahere | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/consider-path-as-a-planning-tool-he-taputapu-whakamahere/ Mobile 1 · Desktop 1 Create an accessible learning environment | Te waihanga wāhi ako tomopai | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/create-an-accessible-learning-environment-te-waihanga-wahi-ako-tomopai/ Mobile 1 · Desktop 1 Embed familiar supports | Ngā taituarā e mōhiotia ana | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/embed-familiar-supports-nga-taituara-e-mohiotia-ana/ Mobile 1 · Desktop 1 Inclusive practice: Early years to primary | Te whare kōhungahunga ki te kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-early-years-to-primary-te-whare-kohungahunga-ki-te-kura/ Mobile 1 · Desktop 1 Inclusive practice: Primary to secondary | Kura tuatahi ki te kura tuarua | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-primary-to-secondary-te-kura-tuatahi-ki-te-kura-tuarua/ Mobile 1 · Desktop 1 Principles and purpose | Ngā mātāpono | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/principles-and-purpose-nga-matapono/ Mobile 1 · Desktop 1 Strengthen support team relationships | Te whakakaha hononga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/strengthen-support-team-relationships-te-whakakaha-hononga/ Mobile 1 · Desktop 1 Understanding technology and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/understanding-technology-and-its-impact-on-learning/ Mobile 1 · Desktop 1 The role of school boards | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/ Mobile 1 · Desktop 1 Identify what makes an inclusive school | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/identify-what-makes-an-inclusive-school/ Mobile 1 · Desktop 1 Universal Design for Learning | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ Mobile 1 · Desktop 1 Identify barriers and supports | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-barriers-and-supports/ Mobile 1 · Desktop 1 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences/ Mobile 1 · Desktop 1 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting/ Mobile 1 · Desktop 1 Take a people-first approach | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/take-a-people-first-approach/ Mobile 1 · Desktop 1 Teach, evaluate, and revise against the UDL guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/teach-evaluate-and-revise-against-the-udl-guidelines/ Mobile 1 · Desktop 1 UDL framework and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-framework-guidelines/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__content">Present all</span> 255 instances on 255 pages
Affected pages (255)
Support positive behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-positive-behaviour/ Mobile 0 · Desktop 1 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-social-interaction/ Mobile 0 · Desktop 1 Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 0 · Desktop 1 Reduce airborne allergy triggers | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/reduce-airborne-allergy-triggers/ Mobile 0 · Desktop 1 Review food safety policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-food-safety-policies-and-procedures/ Mobile 0 · Desktop 1 Review medication policies and procedures regarding access and storage | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-medication-policies-and-procedures-regarding-access-and-storage/ Mobile 0 · Desktop 1 Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 0 · Desktop 1 Asthma attack response | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-attack-response/ Mobile 0 · Desktop 1 Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 0 · Desktop 1 Identify and reduce common asthma triggers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/identify-and-reduce-common-asthma-triggers/ Mobile 0 · Desktop 1 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 1 Plan effective transitions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-effective-transitions/ Mobile 0 · Desktop 1 Plan safe EOTC trips and excursions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-safe-eotc-trips-and-excursions/ Mobile 0 · Desktop 1 Review your medication policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/review-your-medication-policies-and-procedures/ Mobile 0 · Desktop 1 Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 0 · Desktop 1 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/gather-information-to-inform-practice/ Mobile 0 · Desktop 1 Support participation and confidence | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-participation-and-build-confidence-2/ Mobile 0 · Desktop 1 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation-2/ Mobile 0 · Desktop 1 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation/ Mobile 0 · Desktop 1 Celebrate broad views of success | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/celebrate-broad-views-of-success/ Mobile 0 · Desktop 1 Connect with daily interactions | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/connect-with-daily-interactions/ Mobile 0 · Desktop 1 Create structure and routine | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-structure-and-routine/ Mobile 0 · Desktop 1 Create support plans | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-support-plans/ Mobile 0 · Desktop 1 Deepen relationships with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/deepen-relationships-with-students-and-whanau/ Mobile 0 · Desktop 1 Design responsive physical environments | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/design-responsive-physical-environments/ Mobile 0 · Desktop 1 Embed relational approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/embed-relational-approaches/ Mobile 0 · Desktop 1 Empower learners | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/empower-students/ Mobile 0 · Desktop 1 Honour and value te ao Māori | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/honour-and-value-te-ao-maori/ Mobile 0 · Desktop 1 Identify factors that shape behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/identify-factors-that-shape-behaviour/ Mobile 0 · Desktop 1 Manage times of stress or change | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/manage-times-of-stress-or-change/ Mobile 0 · Desktop 1 Plan and practise adult responses | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/plan-and-practise-adult-responses/ Mobile 0 · Desktop 1 Prioritise wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/prioritise-wellbeing/ Mobile 0 · Desktop 1 Recognise and remove barriers to learning | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-and-remove-barriers-to-learning/ Mobile 0 · Desktop 1 Recognise emerging distress | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-emerging-distress/ Mobile 0 · Desktop 1 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/reduce-overload-and-sensory-challenges/ Mobile 0 · Desktop 1 Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 0 · Desktop 1 Respond | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond/ Mobile 0 · Desktop 1 Restore | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/restore/ Mobile 0 · Desktop 1 Agree on clear expectations | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/set-clear-expectations/ Mobile 0 · Desktop 1 Support communication and self advocacy | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-communication-and-self-advocacy/ Mobile 0 · Desktop 1 Support positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-positive-peer-relationships/ Mobile 0 · Desktop 1 Teach and practise interpersonal skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-and-practise-interpersonal-skills/ Mobile 0 · Desktop 1 Teach coping strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-coping-strategies/ Mobile 0 · Desktop 1 Teach relaxation techniques | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-relaxation-techniques/ Mobile 0 · Desktop 1 Teach social and emotional skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-social-and-emotional-skills/ Mobile 0 · Desktop 1 Teach learners to enact school values | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-students-to-enact-school-values/ Mobile 0 · Desktop 1 Use trauma-informed practices | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand-the-impacts-of-trauma/ Mobile 0 · Desktop 1 Use de-escalation strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-de-escalation-strategies/ Mobile 0 · Desktop 1 Use flexible teaching approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-flexible-teaching-approaches-pedagogy/ Mobile 0 · Desktop 1 Value diversity | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/value-diversity/ Mobile 0 · Desktop 1 Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 0 · Desktop 1 Changes to physical wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/changes-to-physical-wellbeing/ Mobile 0 · Desktop 1 Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 0 · Desktop 1 Effects of ABI on stages of development | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/effects-of-abi-on-stages-of-development/ Mobile 0 · Desktop 1 Monitor physical activity and offer options to allow rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/monitor-physical-activity/ Mobile 0 · Desktop 1 Provide social and emotional support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/provide-social-and-emotional-support/ Mobile 0 · Desktop 1 Review your school-wide approaches to preventing injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/review-your-school-wide-approaches-to-preventing-injury/ Mobile 0 · Desktop 1 Support an effective process for return to early childhood education or school | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-an-effective-process-for-return-to-ece-or-school/ Mobile 0 · Desktop 1 Support attention, communication, and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-attention-communication-and-organisation-3/ Mobile 0 · Desktop 1 Support physical recovery and provide opportunities for rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-physical-recovery-2/ Mobile 0 · Desktop 1 Understand the injury and its implications | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-injury/ Mobile 0 · Desktop 1 Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 0 · Desktop 1 Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 0 · Desktop 1 Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 0 · Desktop 1 Follow protocols for sharing information | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/follow-protocols-for-sharing-information/ Mobile 0 · Desktop 1 Provide support for whānau as learning collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/provide-support-for-whanau/ Mobile 0 · Desktop 1 Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 0 · Desktop 1 Understanding the Learning Support Delivery Model (LSDM) and new models for collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/understanding-the-learning-support-delivery-model/ Mobile 0 · Desktop 1 Design with ākonga variability in mind | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/design-with-akonga-variability-in-mind/ Mobile 0 · Desktop 1 Develop processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-processing-and-organisation-skills/ Mobile 0 · Desktop 1 Develop your hybrid learning vision | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-your-hybrid-learning-vision/ Mobile 0 · Desktop 1 Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 0 · Desktop 1 Gather information to guide hybrid approaches | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/gather-information-and-develop-a-plan/ Mobile 0 · Desktop 1 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence-2/ Mobile 0 · Desktop 1 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence/ Mobile 0 · Desktop 1 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga-2/ Mobile 0 · Desktop 1 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga/ Mobile 0 · Desktop 1 Present information, content, and materials in different ways to support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways-to-support-understanding/ Mobile 0 · Desktop 1 Present information, content, and materials in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways/ Mobile 0 · Desktop 1 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know-2/ Mobile 0 · Desktop 1 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know/ Mobile 0 · Desktop 1 Review reading and writing strategies (years 1-6) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-1-6/ Mobile 0 · Desktop 1 Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 0 · Desktop 1 Explore approaches for students years 1-8 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-16/ Mobile 0 · Desktop 1 Explore approaches for students years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-713/ Mobile 0 · Desktop 1 Support ākonga and whānau during hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-akonga-and-whanau-during-hybrid-learning/ Mobile 0 · Desktop 1 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-processing-and-organisation/ Mobile 0 · Desktop 1 Understand the need for hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understand-the-need-for-hybrid-learning/ Mobile 0 · Desktop 1 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 0 · Desktop 1 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 0 · Desktop 1 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities-2/ Mobile 0 · Desktop 1 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities/ Mobile 0 · Desktop 1 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 1 Present information in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/present-information-in-different-ways/ Mobile 0 · Desktop 1 Provide support and options for students to create, learn and collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/provide-support-and-options-for-students-to-create-learn-and-collaborate/ Mobile 0 · Desktop 1 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-communication-using-recommended-approaches/ Mobile 0 · Desktop 1 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 0 · Desktop 1 Support students’ processing and organisational skills | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-students-processing-and-organisational-skills/ Mobile 0 · Desktop 1 Develop learner profiles with students | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/develop-learner-profiles-with-students/ Mobile 0 · Desktop 1 Focus on what a student can do and their next steps | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/focus-on-what-a-student-can-do-and-their-next-steps/ Mobile 0 · Desktop 1 Involve local iwi, Pasifika community, and cultural groups | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/involve-local-iwi-pasifika-community-and-cultural-groups/ Mobile 0 · Desktop 1 Strengthen a supportive peer culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/strengthen-a-supportive-peer-culture/ Mobile 0 · Desktop 1 Support student leadership with opportunities for responsibility within the school | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/support-student-leadership-with-opportunities-for-responsibility-within-the-school/ Mobile 0 · Desktop 1 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 0 · Desktop 1 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 0 · Desktop 1 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/organisations-programmes-and-resources/ Mobile 0 · Desktop 1 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 1 Present information in different ways to support access and understanding | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/present-information-in-different-ways-to-support-access-and-understanding/ Mobile 0 · Desktop 1 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share-2/ Mobile 0 · Desktop 1 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share/ Mobile 0 · Desktop 1 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-communication-using-recommended-approaches/ Mobile 0 · Desktop 1 Support interaction and positive behaviour using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-interaction-and-positive-behaviour-using-recommended-approaches/ Mobile 0 · Desktop 1 Support literacy and numeracy using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-literacy-and-numeracy-using-recommended-approaches/ Mobile 0 · Desktop 1 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence-2/ Mobile 0 · Desktop 1 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence/ Mobile 0 · Desktop 1 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills-2/ Mobile 0 · Desktop 1 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills/ Mobile 0 · Desktop 1 Support thinking using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-thinking-using-recommended-approaches/ Mobile 0 · Desktop 1 Using classroom assessments and monitoring | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/classroom-assessments-and-monitoring/ Mobile 0 · Desktop 1 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/organisations-programmes-and-resources/ Mobile 0 · Desktop 1 Partner with whānau | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/partner-with-whanau/ Mobile 0 · Desktop 1 Present information in different ways, using a multi-sensory approach | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/present-information-in-different-ways-using-a-multi-sensory-approach2/ Mobile 0 · Desktop 1 Provide options for assessment | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-for-assessment2/ Mobile 0 · Desktop 1 Provide options to create, learn, and share | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-to-create-learn-and-share2/ Mobile 0 · Desktop 1 Recognise and manage stress and anxiety | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/recognise-and-manage-stress-and-anxiety/ Mobile 0 · Desktop 1 Strengthen vocabulary knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/strengthen-vocabulary-knowledge/ Mobile 0 · Desktop 1 Teach spelling skills explicitly | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/teach-spelling-strategies-explicitly/ Mobile 0 · Desktop 1 Understanding how to build fluency | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/understanding-how-to-build-fluency/ Mobile 0 · Desktop 1 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-processing-and-organisation-9-13/ Mobile 0 · Desktop 1 Support self-management and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-self-management-and-organisation/ Mobile 0 · Desktop 1 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/gather-information-to-inform-practice/ Mobile 0 · Desktop 1 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 0 · Desktop 1 Respond to FASD impacts on the brain | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/respond-to-fasd-impacts-on-the-brain/ Mobile 0 · Desktop 1 The New Zealand Curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/the-new-zealand-curriculum/ Mobile 0 · Desktop 1 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y1-8-manage-successful-transitions/ Mobile 0 · Desktop 1 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-manage-successful-transitions/ Mobile 0 · Desktop 1 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-provide-options-to-create-learn-and-share/ Mobile 0 · Desktop 1 Support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-support-understanding/ Mobile 0 · Desktop 1 Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 0 · Desktop 1 Familiarise yourself with the Expanded Core Curriculum for students with low vision | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/familiarise-yourself-with-the-expanded-core-curriculum-for-students-with-low-vision/ Mobile 0 · Desktop 1 Use recommended approaches to support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/use-recommended-approaches-to-support-social-interaction/ Mobile 0 · Desktop 1 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 0 · Desktop 1 Value and utilise the knowledge, skills and experience of parents, whānau and the local community | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/value-and-utilise-the-knowledge-skills-and-experience-of-parents-whanau-and-the-local-community/ Mobile 0 · Desktop 1 Design for diversity from the outset | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-for-diversity-from-the-outset/ Mobile 0 · Desktop 1 Design to remove barriers | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-to-remove-barriers/ Mobile 0 · Desktop 1 Designing for and with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/designing-for-and-with-akonga-and-whanau/ Mobile 0 · Desktop 1 A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 0 · Desktop 1 Unpacking biases | Creating spaces of belonging | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/unpacking-biases-creating-spaces-of-belonging/ Mobile 0 · Desktop 1 Valuing diversity (part 2) | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/valuing-diversity-part-2/ Mobile 0 · Desktop 1 Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 0 · Desktop 1 Introduce new learning approaches and routines to parents and whānau prior to moving | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-new-learning-approaches-and-routines-to-parents-and-whanau-prior-to-moving/ Mobile 0 · Desktop 1 Introduce students to the new space prior to moving to build familiarity and minimise challenging situations | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-students-to-the-new-space-prior-to-moving-to-build-familiarity-and-minimise-challenging-situations/ Mobile 0 · Desktop 1 Reflect cultural perspectives, consider te ao Māori and other cultures, design to support protocols and practices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/reflect-cultural-perspectives-consider-te-ao-maori-and-other-cultures-design-to-support-protocols-and-practices/ Mobile 0 · Desktop 1 Welcome parent and community input of support, expertise, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/welcome-parent-and-community-input-of-support-expertise-and-resources/ Mobile 0 · Desktop 1 Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 0 · Desktop 1 Support wellbeing and hauora | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/support-wellbeing-and-hauora/ Mobile 0 · Desktop 1 Explore beliefs, values, and expectations of parents and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/beliefs-values-and-expectations-of-parents-and-whanau/ Mobile 0 · Desktop 1 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/build-relationships-through-connection-understanding-and-trust/ Mobile 0 · Desktop 1 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-learner-profiles/ Mobile 0 · Desktop 1 Integrate te reo Māori and tikanga Māori into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-ways-to-integrate-te-reo-maori-and-tikanga-maori-into-your-classroom-programme/ Mobile 0 · Desktop 1 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 0 · Desktop 1 Share their mihi as part of classroom learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-opportunities-for-students-to-share-their-mihi/ Mobile 0 · Desktop 1 Discuss ākonga Māori learning and wellbeing, and plan effective support | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-regular-opportunities-to-discuss-students-learning-and-wellbeing-and-plan-effective-support/ Mobile 0 · Desktop 1 Foster whānau engagement | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/foster-whanau-engagement/ Mobile 0 · Desktop 1 Make cultural links between ākonga Māori stories and experiences to new ideas and concepts | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/make-cultural-links-between-maori-students-stories-and-experiences-to-new-ideas-and-concepts/ Mobile 0 · Desktop 1 Partner with whānau, parents, and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/partner-with-whanau-parents-and-caregivers/ Mobile 0 · Desktop 1 Promoting kaupapa Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/promoting-kaupapa-maori/ Mobile 0 · Desktop 1 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/provide-leadership-opportunities/ Mobile 0 · Desktop 1 Review recent research, commentary, and initiatives | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/review-recent-research-commentary-and-initiatives/ Mobile 0 · Desktop 1 Upholding the rights of ākonga Māori and their whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/upholding-the-rights-of-akonga-maori-and-their-whanau/ Mobile 0 · Desktop 1 Value whānau and community expertise and networks | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/value-whanau-and-community-expertise-and-networks/ Mobile 0 · Desktop 1 Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 0 · Desktop 1 Build understanding of key concepts and terms | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/build-understanding-of-key-concepts-and-terms/ Mobile 0 · Desktop 1 Develop inclusive policies and systems, and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/develop-inclusive-policies-and-systems-and-procedures/ Mobile 0 · Desktop 1 Engage with community perspectives and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/engage-with-community-perspectives-and-expectations/ Mobile 0 · Desktop 1 Explore Māori and Pasifika understandings about sex characteristics, gender, and sexuality diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/explore-maori-and-pasifika-understandings-about-sex-characteristics-gender-and-sexuality-diversity/ Mobile 0 · Desktop 1 Make LGBTQIA+ content and themes visible across the curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/make-lgbtqia-content-and-themes-visible-across-the-curriculum/ Mobile 0 · Desktop 1 Plan sexuality and gender education years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/plan-sexuality-and-gender-education-years-9-13/ Mobile 0 · Desktop 1 Provide accessible, gender-neutral toilets | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-accessible-gender-neutral-toilets/ Mobile 0 · Desktop 1 Provide safe spaces, changing rooms and school trips | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-safe-spaces-changing-rooms-and-school-trips/ Mobile 0 · Desktop 1 Understand legal obligations and children's rights | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/understand-legal-obligations-and-childrens-rights/ Mobile 0 · Desktop 1 Use targeted programmes to facilitate opportunities for healthy discussion about sexuality, gender identity, and diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/use-targeted-programmes-to-facilitate-opportunities-for-healthy-discussion-about-sexuality-gender-identity-and-diversity/ Mobile 0 · Desktop 1 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 0 · Desktop 1 Create a welcoming environment where parents and families can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/create-a-welcoming-environment-where-parents-and-families-can-openly-discuss-concerns/ Mobile 0 · Desktop 1 Develop critical consciousness | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/developing-critical-consciousness/ Mobile 0 · Desktop 1 Explore family beliefs, values, and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/explore-family-beliefs-values-and-expectations/ Mobile 0 · Desktop 1 Integrate Pacific languages and practices into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/integrate-pacific-languages-and-practices-into-your-classroom-programme/ Mobile 0 · Desktop 1 Lead inclusive practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/leading-inclusive-practice/ Mobile 0 · Desktop 1 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/make-personal-connections-to-develop-understanding-and-trust/ Mobile 0 · Desktop 1 Partner with parents and family to support their child's learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/partner-with-parents-and-family-to-support-their-childs-learning/ Mobile 0 · Desktop 1 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/provide-leadership-opportunities/ Mobile 0 · Desktop 1 Strengthen Pacific community engagement to support student learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/strengthen-pacific-community-engagement-to-support-student-learning/ Mobile 0 · Desktop 1 Support Pacific learners with English as a second language | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/support-pacific-learners-with-english-as-a-second-language/ Mobile 0 · Desktop 1 Uphold Pacific values | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding-rights/ Mobile 0 · Desktop 1 Success as Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding/ Mobile 0 · Desktop 1 Use technologies to support learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/use-technologies-to-support-learning/ Mobile 0 · Desktop 1 Cooperative learning strategies | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/cooperative-learning-strategies/ Mobile 0 · Desktop 1 Facilitate positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/facilitate-positive-peer-relationships/ Mobile 0 · Desktop 1 Organise a collaborative environment | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/organise-a-collaborative-environment/ Mobile 0 · Desktop 1 Plan opportunities for students to collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/plan-opportunities-for-students-to-collaborate/ Mobile 0 · Desktop 1 Support friendships with structured approaches | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-friendships-with-structured-approaches/ Mobile 0 · Desktop 1 Support students in the playground | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-students-in-the-playground/ Mobile 0 · Desktop 1 Teach social skills | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/teach-social-skills/ Mobile 0 · Desktop 1 Understand social and emotional learning (SEL) | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/understand-social-and-emotional-learning-sel/ Mobile 0 · Desktop 1 Accessing the physical environment | Te whai wāhi ki te taiao kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/accessing-the-physical-environment-te-whai-wahi-ki-te-taiao-kura/ Mobile 0 · Desktop 1 Consider PATH as a planning tool | He taputapu whakamahere | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/consider-path-as-a-planning-tool-he-taputapu-whakamahere/ Mobile 0 · Desktop 1 Create an accessible learning environment | Te waihanga wāhi ako tomopai | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/create-an-accessible-learning-environment-te-waihanga-wahi-ako-tomopai/ Mobile 0 · Desktop 1 Embed familiar supports | Ngā taituarā e mōhiotia ana | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/embed-familiar-supports-nga-taituara-e-mohiotia-ana/ Mobile 0 · Desktop 1 Enable social supports | Ngā taituarā pāpori | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/enable-social-supports-nga-taituara-papori/ Mobile 0 · Desktop 1 Ensure safety and wellbeing | Haumarutanga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/ensure-safety-and-wellbeing-haumarutanga/ Mobile 0 · Desktop 1 Explore learning environments | Te ao o ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/explore-learning-environments-te-ao-o-nga-akonga/ Mobile 0 · Desktop 1 Exploring supports | Ngā taituarā | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/exploring-supports-nga-taituara/ Mobile 0 · Desktop 1 Get to know ākonga | Te mōhio ki ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-akonga-te-mohio-ki-nga-akonga/ Mobile 0 · Desktop 1 Get to know whānau | Te mōhio ki te whānau | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-whanau-te-mohio-ki-te-whanau/ Mobile 0 · Desktop 1 Inclusive practice: Early years to primary | Te whare kōhungahunga ki te kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-early-years-to-primary-te-whare-kohungahunga-ki-te-kura/ Mobile 0 · Desktop 1 Inclusive practice: Primary to secondary | Kura tuatahi ki te kura tuarua | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-primary-to-secondary-te-kura-tuatahi-ki-te-kura-tuarua/ Mobile 0 · Desktop 1 Strengthen support team relationships | Te whakakaha hononga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/strengthen-support-team-relationships-te-whakakaha-hononga/ Mobile 0 · Desktop 1 Getting and using Ministry of Education funded assistive technologies | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/getting-and-using-ministry-of-education-funded-assistive-technologies/ Mobile 0 · Desktop 1 Identify learner needs | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/identify-learner-needs/ Mobile 0 · Desktop 1 Offer a range of supports | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/offer-a-range-of-supports/ Mobile 0 · Desktop 1 Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 0 · Desktop 1 What are funded assistive technologies (ATs) | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/what-are-funded-assistive-technologies/ Mobile 0 · Desktop 1 Identify what makes an inclusive school | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/identify-what-makes-an-inclusive-school/ Mobile 0 · Desktop 1 Meet national and international obligations, policies, and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/meet-national-and-international-obligations-policies-and-guidelines/ Mobile 0 · Desktop 1 Review community and financial resources available to support all your students | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-community-and-financial-resources-available-to-support-all-your-students/ Mobile 0 · Desktop 1 Review legal requirements under NZ law | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-legal-requirements-under-nz-law/ Mobile 0 · Desktop 1 Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 0 · Desktop 1 Consider universal supports and useful options | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/consider-universal-supports-and-useful-options/ Mobile 0 · Desktop 1 Create barrier-free goals and objectives | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/create-barrier-free-goals-and-objectives/ Mobile 0 · Desktop 1 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding-2/ Mobile 0 · Desktop 1 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding/ Mobile 0 · Desktop 1 Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 0 · Desktop 1 Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 0 · Desktop 1 Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 0 · Desktop 1 Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 0 · Desktop 1 Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 0 · Desktop 1 Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 0 · Desktop 1 Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 0 · Desktop 1 Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 0 · Desktop 1 Design the experience utilising the UDL Guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-the-experience-utilising-the-udl-guidelines/ Mobile 0 · Desktop 1 Ensure materials and resources are flexibly designed and accessible to all | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ensure-materials-and-resources-are-flexibly-designed-and-accessible-to-all-2/ Mobile 0 · Desktop 1 Identify barriers and supports | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-barriers-and-supports/ Mobile 0 · Desktop 1 Identify potential barriers to learning and wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-potential-barriers-to-learning-and-wellbeing/ Mobile 0 · Desktop 1 Learner variability | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/learner-variability-matters/ Mobile 0 · Desktop 1 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences-2/ Mobile 0 · Desktop 1 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences/ Mobile 0 · Desktop 1 Myths and facts about UDL | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/myths-and-facts-about-udl/ Mobile 0 · Desktop 1 Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 0 · Desktop 1 Prepare the physical and virtual environments for flexibility and personalisation | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-the-physical-and-virtual-environments-for-flexibility-and-personalisation-2/ Mobile 0 · Desktop 1 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting-2/ Mobile 0 · Desktop 1 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting/ Mobile 0 · Desktop 1 Take a people-first approach | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/take-a-people-first-approach/ Mobile 0 · Desktop 1 Teach, evaluate, and revise against the UDL guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/teach-evaluate-and-revise-against-the-udl-guidelines/ Mobile 0 · Desktop 1 UDL and differentiation and how they are connected | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-and-differentiation-and-how-they-are-connected/ Mobile 0 · Desktop 1 UDL framework and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-framework-guidelines/ Mobile 0 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-suggestion__title__current p--suggestion--current-page">Current page</span> 255 instances on 255 pages
Affected pages (255)
Support positive behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-positive-behaviour/ Mobile 1 · Desktop 0 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-social-interaction/ Mobile 1 · Desktop 0 Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 1 · Desktop 0 Reduce airborne allergy triggers | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/reduce-airborne-allergy-triggers/ Mobile 1 · Desktop 0 Review food safety policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-food-safety-policies-and-procedures/ Mobile 1 · Desktop 0 Review medication policies and procedures regarding access and storage | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-medication-policies-and-procedures-regarding-access-and-storage/ Mobile 1 · Desktop 0 Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 1 · Desktop 0 Asthma attack response | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-attack-response/ Mobile 1 · Desktop 0 Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 1 · Desktop 0 Identify and reduce common asthma triggers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/identify-and-reduce-common-asthma-triggers/ Mobile 1 · Desktop 0 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 1 · Desktop 0 Plan effective transitions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-effective-transitions/ Mobile 1 · Desktop 0 Plan safe EOTC trips and excursions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-safe-eotc-trips-and-excursions/ Mobile 1 · Desktop 0 Review your medication policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/review-your-medication-policies-and-procedures/ Mobile 1 · Desktop 0 Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/gather-information-to-inform-practice/ Mobile 1 · Desktop 0 Support participation and confidence | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-participation-and-build-confidence-2/ Mobile 1 · Desktop 0 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation-2/ Mobile 1 · Desktop 0 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation/ Mobile 1 · Desktop 0 Celebrate broad views of success | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/celebrate-broad-views-of-success/ Mobile 1 · Desktop 0 Connect with daily interactions | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/connect-with-daily-interactions/ Mobile 1 · Desktop 0 Create structure and routine | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-structure-and-routine/ Mobile 1 · Desktop 0 Create support plans | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/create-support-plans/ Mobile 1 · Desktop 0 Deepen relationships with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/deepen-relationships-with-students-and-whanau/ Mobile 1 · Desktop 0 Design responsive physical environments | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/design-responsive-physical-environments/ Mobile 1 · Desktop 0 Embed relational approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/embed-relational-approaches/ Mobile 1 · Desktop 0 Empower learners | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/empower-students/ Mobile 1 · Desktop 0 Honour and value te ao Māori | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/honour-and-value-te-ao-maori/ Mobile 1 · Desktop 0 Identify factors that shape behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/identify-factors-that-shape-behaviour/ Mobile 1 · Desktop 0 Manage times of stress or change | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/manage-times-of-stress-or-change/ Mobile 1 · Desktop 0 Plan and practise adult responses | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/plan-and-practise-adult-responses/ Mobile 1 · Desktop 0 Prioritise wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/prioritise-wellbeing/ Mobile 1 · Desktop 0 Recognise and remove barriers to learning | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-and-remove-barriers-to-learning/ Mobile 1 · Desktop 0 Recognise emerging distress | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/recognise-emerging-distress/ Mobile 1 · Desktop 0 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/reduce-overload-and-sensory-challenges/ Mobile 1 · Desktop 0 Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 1 · Desktop 0 Respond | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond/ Mobile 1 · Desktop 0 Restore | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/restore/ Mobile 1 · Desktop 0 Agree on clear expectations | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/set-clear-expectations/ Mobile 1 · Desktop 0 Support communication and self advocacy | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-communication-and-self-advocacy/ Mobile 1 · Desktop 0 Support positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-positive-peer-relationships/ Mobile 1 · Desktop 0 Teach and practise interpersonal skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-and-practise-interpersonal-skills/ Mobile 1 · Desktop 0 Teach coping strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-coping-strategies/ Mobile 1 · Desktop 0 Teach relaxation techniques | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-relaxation-techniques/ Mobile 1 · Desktop 0 Teach social and emotional skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-social-and-emotional-skills/ Mobile 1 · Desktop 0 Teach learners to enact school values | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-students-to-enact-school-values/ Mobile 1 · Desktop 0 Use trauma-informed practices | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand-the-impacts-of-trauma/ Mobile 1 · Desktop 0 Use de-escalation strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-de-escalation-strategies/ Mobile 1 · Desktop 0 Use flexible teaching approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-flexible-teaching-approaches-pedagogy/ Mobile 1 · Desktop 0 Value diversity | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/value-diversity/ Mobile 1 · Desktop 0 Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 1 · Desktop 0 Changes to physical wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/changes-to-physical-wellbeing/ Mobile 1 · Desktop 0 Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 1 · Desktop 0 Effects of ABI on stages of development | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/effects-of-abi-on-stages-of-development/ Mobile 1 · Desktop 0 Monitor physical activity and offer options to allow rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/monitor-physical-activity/ Mobile 1 · Desktop 0 Provide social and emotional support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/provide-social-and-emotional-support/ Mobile 1 · Desktop 0 Review your school-wide approaches to preventing injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/review-your-school-wide-approaches-to-preventing-injury/ Mobile 1 · Desktop 0 Support an effective process for return to early childhood education or school | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-an-effective-process-for-return-to-ece-or-school/ Mobile 1 · Desktop 0 Support attention, communication, and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-attention-communication-and-organisation-3/ Mobile 1 · Desktop 0 Support physical recovery and provide opportunities for rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-physical-recovery-2/ Mobile 1 · Desktop 0 Understand the injury and its implications | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-injury/ Mobile 1 · Desktop 0 Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 1 · Desktop 0 Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 1 · Desktop 0 Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 1 · Desktop 0 Follow protocols for sharing information | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/follow-protocols-for-sharing-information/ Mobile 1 · Desktop 0 Provide support for whānau as learning collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/provide-support-for-whanau/ Mobile 1 · Desktop 0 Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 1 · Desktop 0 Understanding the Learning Support Delivery Model (LSDM) and new models for collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/understanding-the-learning-support-delivery-model/ Mobile 1 · Desktop 0 Design with ākonga variability in mind | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/design-with-akonga-variability-in-mind/ Mobile 1 · Desktop 0 Develop processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-processing-and-organisation-skills/ Mobile 1 · Desktop 0 Develop your hybrid learning vision | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-your-hybrid-learning-vision/ Mobile 1 · Desktop 0 Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 1 · Desktop 0 Gather information to guide hybrid approaches | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/gather-information-and-develop-a-plan/ Mobile 1 · Desktop 0 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence-2/ Mobile 1 · Desktop 0 Increase participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/increase-participation-and-build-confidence/ Mobile 1 · Desktop 0 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga-2/ Mobile 1 · Desktop 0 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga/ Mobile 1 · Desktop 0 Present information, content, and materials in different ways to support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways-to-support-understanding/ Mobile 1 · Desktop 0 Present information, content, and materials in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways/ Mobile 1 · Desktop 0 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know-2/ Mobile 1 · Desktop 0 Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know/ Mobile 1 · Desktop 0 Review reading and writing strategies (years 1-6) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-1-6/ Mobile 1 · Desktop 0 Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 1 · Desktop 0 Explore approaches for students years 1-8 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-16/ Mobile 1 · Desktop 0 Explore approaches for students years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-713/ Mobile 1 · Desktop 0 Support ākonga and whānau during hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-akonga-and-whanau-during-hybrid-learning/ Mobile 1 · Desktop 0 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-processing-and-organisation/ Mobile 1 · Desktop 0 Understand the need for hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understand-the-need-for-hybrid-learning/ Mobile 1 · Desktop 0 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 1 · Desktop 0 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 1 · Desktop 0 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities-2/ Mobile 1 · Desktop 0 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities/ Mobile 1 · Desktop 0 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 1 · Desktop 0 Present information in different ways | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/present-information-in-different-ways/ Mobile 1 · Desktop 0 Provide support and options for students to create, learn and collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/provide-support-and-options-for-students-to-create-learn-and-collaborate/ Mobile 1 · Desktop 0 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-communication-using-recommended-approaches/ Mobile 1 · Desktop 0 Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 1 · Desktop 0 Support students’ processing and organisational skills | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-students-processing-and-organisational-skills/ Mobile 1 · Desktop 0 Develop learner profiles with students | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/develop-learner-profiles-with-students/ Mobile 1 · Desktop 0 Focus on what a student can do and their next steps | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/focus-on-what-a-student-can-do-and-their-next-steps/ Mobile 1 · Desktop 0 Involve local iwi, Pasifika community, and cultural groups | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/involve-local-iwi-pasifika-community-and-cultural-groups/ Mobile 1 · Desktop 0 Strengthen a supportive peer culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/strengthen-a-supportive-peer-culture/ Mobile 1 · Desktop 0 Support student leadership with opportunities for responsibility within the school | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/support-student-leadership-with-opportunities-for-responsibility-within-the-school/ Mobile 1 · Desktop 0 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 1 · Desktop 0 Assessment and monitoring using a team approach | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/assessment-and-monitoring-using-a-team-approach/ Mobile 1 · Desktop 0 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/organisations-programmes-and-resources/ Mobile 1 · Desktop 0 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 1 · Desktop 0 Present information in different ways to support access and understanding | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/present-information-in-different-ways-to-support-access-and-understanding/ Mobile 1 · Desktop 0 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share-2/ Mobile 1 · Desktop 0 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share/ Mobile 1 · Desktop 0 Support communication using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-communication-using-recommended-approaches/ Mobile 1 · Desktop 0 Support interaction and positive behaviour using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-interaction-and-positive-behaviour-using-recommended-approaches/ Mobile 1 · Desktop 0 Support literacy and numeracy using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-literacy-and-numeracy-using-recommended-approaches/ Mobile 1 · Desktop 0 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence-2/ Mobile 1 · Desktop 0 Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence/ Mobile 1 · Desktop 0 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills-2/ Mobile 1 · Desktop 0 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills/ Mobile 1 · Desktop 0 Support thinking using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-thinking-using-recommended-approaches/ Mobile 1 · Desktop 0 Using classroom assessments and monitoring | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/classroom-assessments-and-monitoring/ Mobile 1 · Desktop 0 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/organisations-programmes-and-resources/ Mobile 1 · Desktop 0 Partner with whānau | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/partner-with-whanau/ Mobile 1 · Desktop 0 Present information in different ways, using a multi-sensory approach | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/present-information-in-different-ways-using-a-multi-sensory-approach2/ Mobile 1 · Desktop 0 Provide options for assessment | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-for-assessment2/ Mobile 1 · Desktop 0 Provide options to create, learn, and share | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-to-create-learn-and-share2/ Mobile 1 · Desktop 0 Recognise and manage stress and anxiety | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/recognise-and-manage-stress-and-anxiety/ Mobile 1 · Desktop 0 Strengthen vocabulary knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/strengthen-vocabulary-knowledge/ Mobile 1 · Desktop 0 Teach spelling skills explicitly | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/teach-spelling-strategies-explicitly/ Mobile 1 · Desktop 0 Understanding how to build fluency | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/understanding-how-to-build-fluency/ Mobile 1 · Desktop 0 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-processing-and-organisation-9-13/ Mobile 1 · Desktop 0 Support self-management and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-self-management-and-organisation/ Mobile 1 · Desktop 0 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/gather-information-to-inform-practice/ Mobile 1 · Desktop 0 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 1 · Desktop 0 Respond to FASD impacts on the brain | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/respond-to-fasd-impacts-on-the-brain/ Mobile 1 · Desktop 0 The New Zealand Curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/the-new-zealand-curriculum/ Mobile 1 · Desktop 0 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y1-8-manage-successful-transitions/ Mobile 1 · Desktop 0 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-manage-successful-transitions/ Mobile 1 · Desktop 0 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-provide-options-to-create-learn-and-share/ Mobile 1 · Desktop 0 Support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-support-understanding/ Mobile 1 · Desktop 0 Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 1 · Desktop 0 Familiarise yourself with the Expanded Core Curriculum for students with low vision | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/familiarise-yourself-with-the-expanded-core-curriculum-for-students-with-low-vision/ Mobile 1 · Desktop 0 Use recommended approaches to support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/use-recommended-approaches-to-support-social-interaction/ Mobile 1 · Desktop 0 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 1 · Desktop 0 Value and utilise the knowledge, skills and experience of parents, whānau and the local community | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/value-and-utilise-the-knowledge-skills-and-experience-of-parents-whanau-and-the-local-community/ Mobile 1 · Desktop 0 Design for diversity from the outset | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-for-diversity-from-the-outset/ Mobile 1 · Desktop 0 Design to remove barriers | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-to-remove-barriers/ Mobile 1 · Desktop 0 Designing for and with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/designing-for-and-with-akonga-and-whanau/ Mobile 1 · Desktop 0 A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 Unpacking biases | Creating spaces of belonging | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/unpacking-biases-creating-spaces-of-belonging/ Mobile 1 · Desktop 0 Valuing diversity (part 2) | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/valuing-diversity-part-2/ Mobile 1 · Desktop 0 Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 Introduce new learning approaches and routines to parents and whānau prior to moving | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-new-learning-approaches-and-routines-to-parents-and-whanau-prior-to-moving/ Mobile 1 · Desktop 0 Introduce students to the new space prior to moving to build familiarity and minimise challenging situations | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-students-to-the-new-space-prior-to-moving-to-build-familiarity-and-minimise-challenging-situations/ Mobile 1 · Desktop 0 Reflect cultural perspectives, consider te ao Māori and other cultures, design to support protocols and practices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/reflect-cultural-perspectives-consider-te-ao-maori-and-other-cultures-design-to-support-protocols-and-practices/ Mobile 1 · Desktop 0 Welcome parent and community input of support, expertise, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/welcome-parent-and-community-input-of-support-expertise-and-resources/ Mobile 1 · Desktop 0 Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 1 · Desktop 0 Support wellbeing and hauora | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/support-wellbeing-and-hauora/ Mobile 1 · Desktop 0 Explore beliefs, values, and expectations of parents and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/beliefs-values-and-expectations-of-parents-and-whanau/ Mobile 1 · Desktop 0 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/build-relationships-through-connection-understanding-and-trust/ Mobile 1 · Desktop 0 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-learner-profiles/ Mobile 1 · Desktop 0 Integrate te reo Māori and tikanga Māori into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-ways-to-integrate-te-reo-maori-and-tikanga-maori-into-your-classroom-programme/ Mobile 1 · Desktop 0 Create a welcoming environment where parents and whānau can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-a-welcoming-environment-where-parents-and-whanau-can-openly-discuss-concerns/ Mobile 1 · Desktop 0 Share their mihi as part of classroom learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-opportunities-for-students-to-share-their-mihi/ Mobile 1 · Desktop 0 Discuss ākonga Māori learning and wellbeing, and plan effective support | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/create-regular-opportunities-to-discuss-students-learning-and-wellbeing-and-plan-effective-support/ Mobile 1 · Desktop 0 Foster whānau engagement | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/foster-whanau-engagement/ Mobile 1 · Desktop 0 Make cultural links between ākonga Māori stories and experiences to new ideas and concepts | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/make-cultural-links-between-maori-students-stories-and-experiences-to-new-ideas-and-concepts/ Mobile 1 · Desktop 0 Partner with whānau, parents, and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/partner-with-whanau-parents-and-caregivers/ Mobile 1 · Desktop 0 Promoting kaupapa Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/promoting-kaupapa-maori/ Mobile 1 · Desktop 0 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/provide-leadership-opportunities/ Mobile 1 · Desktop 0 Review recent research, commentary, and initiatives | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/review-recent-research-commentary-and-initiatives/ Mobile 1 · Desktop 0 Upholding the rights of ākonga Māori and their whānau | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/upholding-the-rights-of-akonga-maori-and-their-whanau/ Mobile 1 · Desktop 0 Value whānau and community expertise and networks | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/value-whanau-and-community-expertise-and-networks/ Mobile 1 · Desktop 0 Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 1 · Desktop 0 Build understanding of key concepts and terms | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/build-understanding-of-key-concepts-and-terms/ Mobile 1 · Desktop 0 Develop inclusive policies and systems, and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/develop-inclusive-policies-and-systems-and-procedures/ Mobile 1 · Desktop 0 Engage with community perspectives and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/engage-with-community-perspectives-and-expectations/ Mobile 1 · Desktop 0 Explore Māori and Pasifika understandings about sex characteristics, gender, and sexuality diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/explore-maori-and-pasifika-understandings-about-sex-characteristics-gender-and-sexuality-diversity/ Mobile 1 · Desktop 0 Make LGBTQIA+ content and themes visible across the curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/make-lgbtqia-content-and-themes-visible-across-the-curriculum/ Mobile 1 · Desktop 0 Plan sexuality and gender education years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/plan-sexuality-and-gender-education-years-9-13/ Mobile 1 · Desktop 0 Provide accessible, gender-neutral toilets | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-accessible-gender-neutral-toilets/ Mobile 1 · Desktop 0 Provide safe spaces, changing rooms and school trips | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/provide-safe-spaces-changing-rooms-and-school-trips/ Mobile 1 · Desktop 0 Understand legal obligations and children's rights | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/understand-legal-obligations-and-childrens-rights/ Mobile 1 · Desktop 0 Use targeted programmes to facilitate opportunities for healthy discussion about sexuality, gender identity, and diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/use-targeted-programmes-to-facilitate-opportunities-for-healthy-discussion-about-sexuality-gender-identity-and-diversity/ Mobile 1 · Desktop 0 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 1 · Desktop 0 Create a welcoming environment where parents and families can openly discuss concerns | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/create-a-welcoming-environment-where-parents-and-families-can-openly-discuss-concerns/ Mobile 1 · Desktop 0 Develop critical consciousness | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/developing-critical-consciousness/ Mobile 1 · Desktop 0 Explore family beliefs, values, and expectations | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/explore-family-beliefs-values-and-expectations/ Mobile 1 · Desktop 0 Integrate Pacific languages and practices into your classroom programme | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/integrate-pacific-languages-and-practices-into-your-classroom-programme/ Mobile 1 · Desktop 0 Lead inclusive practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/leading-inclusive-practice/ Mobile 1 · Desktop 0 Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/make-personal-connections-to-develop-understanding-and-trust/ Mobile 1 · Desktop 0 Partner with parents and family to support their child's learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/partner-with-parents-and-family-to-support-their-childs-learning/ Mobile 1 · Desktop 0 Provide leadership opportunities | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/provide-leadership-opportunities/ Mobile 1 · Desktop 0 Strengthen Pacific community engagement to support student learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/strengthen-pacific-community-engagement-to-support-student-learning/ Mobile 1 · Desktop 0 Support Pacific learners with English as a second language | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/support-pacific-learners-with-english-as-a-second-language/ Mobile 1 · Desktop 0 Uphold Pacific values | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding-rights/ Mobile 1 · Desktop 0 Success as Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/upholding/ Mobile 1 · Desktop 0 Use technologies to support learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/use-technologies-to-support-learning/ Mobile 1 · Desktop 0 Cooperative learning strategies | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/cooperative-learning-strategies/ Mobile 1 · Desktop 0 Facilitate positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/facilitate-positive-peer-relationships/ Mobile 1 · Desktop 0 Organise a collaborative environment | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/organise-a-collaborative-environment/ Mobile 1 · Desktop 0 Plan opportunities for students to collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/plan-opportunities-for-students-to-collaborate/ Mobile 1 · Desktop 0 Support friendships with structured approaches | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-friendships-with-structured-approaches/ Mobile 1 · Desktop 0 Support students in the playground | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-students-in-the-playground/ Mobile 1 · Desktop 0 Teach social skills | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/teach-social-skills/ Mobile 1 · Desktop 0 Understand social and emotional learning (SEL) | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/understand-social-and-emotional-learning-sel/ Mobile 1 · Desktop 0 Accessing the physical environment | Te whai wāhi ki te taiao kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/accessing-the-physical-environment-te-whai-wahi-ki-te-taiao-kura/ Mobile 1 · Desktop 0 Consider PATH as a planning tool | He taputapu whakamahere | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/consider-path-as-a-planning-tool-he-taputapu-whakamahere/ Mobile 1 · Desktop 0 Create an accessible learning environment | Te waihanga wāhi ako tomopai | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/create-an-accessible-learning-environment-te-waihanga-wahi-ako-tomopai/ Mobile 1 · Desktop 0 Embed familiar supports | Ngā taituarā e mōhiotia ana | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/embed-familiar-supports-nga-taituara-e-mohiotia-ana/ Mobile 1 · Desktop 0 Enable social supports | Ngā taituarā pāpori | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/enable-social-supports-nga-taituara-papori/ Mobile 1 · Desktop 0 Ensure safety and wellbeing | Haumarutanga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/ensure-safety-and-wellbeing-haumarutanga/ Mobile 1 · Desktop 0 Explore learning environments | Te ao o ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/explore-learning-environments-te-ao-o-nga-akonga/ Mobile 1 · Desktop 0 Exploring supports | Ngā taituarā | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/exploring-supports-nga-taituara/ Mobile 1 · Desktop 0 Get to know ākonga | Te mōhio ki ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-akonga-te-mohio-ki-nga-akonga/ Mobile 1 · Desktop 0 Get to know whānau | Te mōhio ki te whānau | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-whanau-te-mohio-ki-te-whanau/ Mobile 1 · Desktop 0 Inclusive practice: Early years to primary | Te whare kōhungahunga ki te kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-early-years-to-primary-te-whare-kohungahunga-ki-te-kura/ Mobile 1 · Desktop 0 Inclusive practice: Primary to secondary | Kura tuatahi ki te kura tuarua | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-primary-to-secondary-te-kura-tuatahi-ki-te-kura-tuarua/ Mobile 1 · Desktop 0 Strengthen support team relationships | Te whakakaha hononga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/strengthen-support-team-relationships-te-whakakaha-hononga/ Mobile 1 · Desktop 0 Getting and using Ministry of Education funded assistive technologies | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/getting-and-using-ministry-of-education-funded-assistive-technologies/ Mobile 1 · Desktop 0 Identify learner needs | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/identify-learner-needs/ Mobile 1 · Desktop 0 Offer a range of supports | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/offer-a-range-of-supports/ Mobile 1 · Desktop 0 Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 1 · Desktop 0 What are funded assistive technologies (ATs) | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/what-are-funded-assistive-technologies/ Mobile 1 · Desktop 0 Identify what makes an inclusive school | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/identify-what-makes-an-inclusive-school/ Mobile 1 · Desktop 0 Meet national and international obligations, policies, and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/meet-national-and-international-obligations-policies-and-guidelines/ Mobile 1 · Desktop 0 Review community and financial resources available to support all your students | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-community-and-financial-resources-available-to-support-all-your-students/ Mobile 1 · Desktop 0 Review legal requirements under NZ law | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/review-legal-requirements-under-nz-law/ Mobile 1 · Desktop 0 Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 1 · Desktop 0 Consider universal supports and useful options | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/consider-universal-supports-and-useful-options/ Mobile 1 · Desktop 0 Create barrier-free goals and objectives | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/create-barrier-free-goals-and-objectives/ Mobile 1 · Desktop 0 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding-2/ Mobile 1 · Desktop 0 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding/ Mobile 1 · Desktop 0 Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 1 · Desktop 0 Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 1 · Desktop 0 Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 1 · Desktop 0 Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 1 · Desktop 0 Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 1 · Desktop 0 Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 1 · Desktop 0 Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 1 · Desktop 0 Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 1 · Desktop 0 Design the experience utilising the UDL Guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-the-experience-utilising-the-udl-guidelines/ Mobile 1 · Desktop 0 Ensure materials and resources are flexibly designed and accessible to all | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ensure-materials-and-resources-are-flexibly-designed-and-accessible-to-all-2/ Mobile 1 · Desktop 0 Identify barriers and supports | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-barriers-and-supports/ Mobile 1 · Desktop 0 Identify potential barriers to learning and wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-potential-barriers-to-learning-and-wellbeing/ Mobile 1 · Desktop 0 Learner variability | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/learner-variability-matters/ Mobile 1 · Desktop 0 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences-2/ Mobile 1 · Desktop 0 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences/ Mobile 1 · Desktop 0 Myths and facts about UDL | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/myths-and-facts-about-udl/ Mobile 1 · Desktop 0 Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 1 · Desktop 0 Prepare the physical and virtual environments for flexibility and personalisation | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-the-physical-and-virtual-environments-for-flexibility-and-personalisation-2/ Mobile 1 · Desktop 0 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting-2/ Mobile 1 · Desktop 0 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting/ Mobile 1 · Desktop 0 Take a people-first approach | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/take-a-people-first-approach/ Mobile 1 · Desktop 0 Teach, evaluate, and revise against the UDL guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/teach-evaluate-and-revise-against-the-udl-guidelines/ Mobile 1 · Desktop 0 UDL and differentiation and how they are connected | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-and-differentiation-and-how-they-are-connected/ Mobile 1 · Desktop 0 UDL framework and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-framework-guidelines/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.3.1 Info and Relationships (Level A)
Ensure that lists are structured correctly
<ul class="h-list--reset b-nav-guide-sidebar__menu"> 71 instances on 71 pages
Affected pages (71)
Supporting learners with acquired brain injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/ Mobile 0 · Desktop 1 Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 0 · Desktop 1 Changes to physical wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/changes-to-physical-wellbeing/ Mobile 0 · Desktop 1 Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 0 · Desktop 1 Effects of ABI on stages of development | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/effects-of-abi-on-stages-of-development/ Mobile 0 · Desktop 1 Monitor physical activity and offer options to allow rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/monitor-physical-activity/ Mobile 0 · Desktop 1 Provide social and emotional support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/provide-social-and-emotional-support/ Mobile 0 · Desktop 1 Review your school-wide approaches to preventing injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/review-your-school-wide-approaches-to-preventing-injury/ Mobile 0 · Desktop 1 Support an effective process for return to early childhood education or school | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-an-effective-process-for-return-to-ece-or-school/ Mobile 0 · Desktop 1 Support attention, communication, and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-attention-communication-and-organisation-3/ Mobile 0 · Desktop 1 Support physical recovery and provide opportunities for rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-physical-recovery-2/ Mobile 0 · Desktop 1 Understand the basics about ABI | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-basics-about-abi/ Mobile 0 · Desktop 1 Understand the injury and its implications | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-injury/ Mobile 0 · Desktop 1 Dyslexia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/ Mobile 0 · Desktop 1 Using classroom assessments and monitoring | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/classroom-assessments-and-monitoring/ Mobile 0 · Desktop 1 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/organisations-programmes-and-resources/ Mobile 0 · Desktop 1 Partner with whānau | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/partner-with-whanau/ Mobile 0 · Desktop 1 Present information in different ways, using a multi-sensory approach | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/present-information-in-different-ways-using-a-multi-sensory-approach2/ Mobile 0 · Desktop 1 Provide options for assessment | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-for-assessment2/ Mobile 0 · Desktop 1 Provide options to create, learn, and share | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-to-create-learn-and-share2/ Mobile 0 · Desktop 1 Recognise and manage stress and anxiety | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/recognise-and-manage-stress-and-anxiety/ Mobile 0 · Desktop 1 Strengthen vocabulary knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/strengthen-vocabulary-knowledge/ Mobile 0 · Desktop 1 Teach spelling skills explicitly | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/teach-spelling-strategies-explicitly/ Mobile 0 · Desktop 1 Understanding how to build fluency | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/understanding-how-to-build-fluency/ Mobile 0 · Desktop 1 Fetal alcohol spectrum disorder and learning | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/ Mobile 0 · Desktop 1 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/gather-information-to-inform-practice/ Mobile 0 · Desktop 1 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 0 · Desktop 1 Respond to FASD impacts on the brain | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/respond-to-fasd-impacts-on-the-brain/ Mobile 0 · Desktop 1 The New Zealand Curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/the-new-zealand-curriculum/ Mobile 0 · Desktop 1 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y1-8-manage-successful-transitions/ Mobile 0 · Desktop 1 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-manage-successful-transitions/ Mobile 0 · Desktop 1 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-provide-options-to-create-learn-and-share/ Mobile 0 · Desktop 1 Support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-support-understanding/ Mobile 0 · Desktop 1 Inclusive design modules - Planning for diversity | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/ Mobile 0 · Desktop 1 About this resource | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/about-this-resource/ Mobile 0 · Desktop 1 Design for diversity from the outset | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-for-diversity-from-the-outset/ Mobile 0 · Desktop 1 Design to remove barriers | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-to-remove-barriers/ Mobile 0 · Desktop 1 Designing for and with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/designing-for-and-with-akonga-and-whanau/ Mobile 0 · Desktop 1 A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 0 · Desktop 1 Unpacking biases | Creating spaces of belonging | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/unpacking-biases-creating-spaces-of-belonging/ Mobile 0 · Desktop 1 Valuing diversity (part 2) | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/valuing-diversity-part-2/ Mobile 0 · Desktop 1 Universal Design for Learning | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ Mobile 0 · Desktop 1 Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 0 · Desktop 1 Consider universal supports and useful options | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/consider-universal-supports-and-useful-options/ Mobile 0 · Desktop 1 Create barrier-free goals and objectives | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/create-barrier-free-goals-and-objectives/ Mobile 0 · Desktop 1 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding-2/ Mobile 0 · Desktop 1 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding/ Mobile 0 · Desktop 1 Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 0 · Desktop 1 Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 0 · Desktop 1 Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 0 · Desktop 1 Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 0 · Desktop 1 Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 0 · Desktop 1 Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 0 · Desktop 1 Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 0 · Desktop 1 Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 0 · Desktop 1 Design the experience utilising the UDL Guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-the-experience-utilising-the-udl-guidelines/ Mobile 0 · Desktop 1 Ensure materials and resources are flexibly designed and accessible to all | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ensure-materials-and-resources-are-flexibly-designed-and-accessible-to-all-2/ Mobile 0 · Desktop 1 Identify barriers and supports | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-barriers-and-supports/ Mobile 0 · Desktop 1 Identify potential barriers to learning and wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-potential-barriers-to-learning-and-wellbeing/ Mobile 0 · Desktop 1 Learner variability | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/learner-variability-matters/ Mobile 0 · Desktop 1 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences-2/ Mobile 0 · Desktop 1 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences/ Mobile 0 · Desktop 1 Myths and facts about UDL | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/myths-and-facts-about-udl/ Mobile 0 · Desktop 1 Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 0 · Desktop 1 Prepare the physical and virtual environments for flexibility and personalisation | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-the-physical-and-virtual-environments-for-flexibility-and-personalisation-2/ Mobile 0 · Desktop 1 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting-2/ Mobile 0 · Desktop 1 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting/ Mobile 0 · Desktop 1 Take a people-first approach | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/take-a-people-first-approach/ Mobile 0 · Desktop 1 Teach, evaluate, and revise against the UDL guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/teach-evaluate-and-revise-against-the-udl-guidelines/ Mobile 0 · Desktop 1 UDL and differentiation and how they are connected | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-and-differentiation-and-how-they-are-connected/ Mobile 0 · Desktop 1 UDL framework and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-framework-guidelines/ Mobile 0 · Desktop 1 WCAG Success Criterion 1.3.1 Info and Relationships (Level A)
Ensure <li> elements are used semantically
<li class="p--nav-guide-sidebar--understand" data-content-filter-relevance="["all","secondary","prim… 71 instances on 71 pages
Affected pages (71)
Supporting learners with acquired brain injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/ Mobile 0 · Desktop 1 Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 0 · Desktop 1 Changes to physical wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/changes-to-physical-wellbeing/ Mobile 0 · Desktop 1 Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 0 · Desktop 1 Effects of ABI on stages of development | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/effects-of-abi-on-stages-of-development/ Mobile 0 · Desktop 1 Monitor physical activity and offer options to allow rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/monitor-physical-activity/ Mobile 0 · Desktop 1 Provide social and emotional support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/provide-social-and-emotional-support/ Mobile 0 · Desktop 1 Review your school-wide approaches to preventing injury | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/review-your-school-wide-approaches-to-preventing-injury/ Mobile 0 · Desktop 1 Support an effective process for return to early childhood education or school | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-an-effective-process-for-return-to-ece-or-school/ Mobile 0 · Desktop 1 Support attention, communication, and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-attention-communication-and-organisation-3/ Mobile 0 · Desktop 1 Support physical recovery and provide opportunities for rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-physical-recovery-2/ Mobile 0 · Desktop 1 Understand the basics about ABI | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-basics-about-abi/ Mobile 0 · Desktop 1 Understand the injury and its implications | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-injury/ Mobile 0 · Desktop 1 Dyslexia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/ Mobile 0 · Desktop 1 Using classroom assessments and monitoring | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/classroom-assessments-and-monitoring/ Mobile 0 · Desktop 1 Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/organisations-programmes-and-resources/ Mobile 0 · Desktop 1 Partner with whānau | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/partner-with-whanau/ Mobile 0 · Desktop 1 Present information in different ways, using a multi-sensory approach | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/present-information-in-different-ways-using-a-multi-sensory-approach2/ Mobile 0 · Desktop 1 Provide options for assessment | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-for-assessment2/ Mobile 0 · Desktop 1 Provide options to create, learn, and share | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-to-create-learn-and-share2/ Mobile 0 · Desktop 1 Recognise and manage stress and anxiety | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/recognise-and-manage-stress-and-anxiety/ Mobile 0 · Desktop 1 Strengthen vocabulary knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/strengthen-vocabulary-knowledge/ Mobile 0 · Desktop 1 Teach spelling skills explicitly | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/teach-spelling-strategies-explicitly/ Mobile 0 · Desktop 1 Understanding how to build fluency | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/understanding-how-to-build-fluency/ Mobile 0 · Desktop 1 Fetal alcohol spectrum disorder and learning | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/ Mobile 0 · Desktop 1 Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/gather-information-to-inform-practice/ Mobile 0 · Desktop 1 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 0 · Desktop 1 Respond to FASD impacts on the brain | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/respond-to-fasd-impacts-on-the-brain/ Mobile 0 · Desktop 1 The New Zealand Curriculum | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/the-new-zealand-curriculum/ Mobile 0 · Desktop 1 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y1-8-manage-successful-transitions/ Mobile 0 · Desktop 1 Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-manage-successful-transitions/ Mobile 0 · Desktop 1 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-provide-options-to-create-learn-and-share/ Mobile 0 · Desktop 1 Support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-support-understanding/ Mobile 0 · Desktop 1 Inclusive design modules - Planning for diversity | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/ Mobile 0 · Desktop 1 About this resource | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/about-this-resource/ Mobile 0 · Desktop 1 Design for diversity from the outset | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-for-diversity-from-the-outset/ Mobile 0 · Desktop 1 Design to remove barriers | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-to-remove-barriers/ Mobile 0 · Desktop 1 Designing for and with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/designing-for-and-with-akonga-and-whanau/ Mobile 0 · Desktop 1 A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 0 · Desktop 1 Unpacking biases | Creating spaces of belonging | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/unpacking-biases-creating-spaces-of-belonging/ Mobile 0 · Desktop 1 Valuing diversity (part 2) | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/valuing-diversity-part-2/ Mobile 0 · Desktop 1 Universal Design for Learning | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ Mobile 0 · Desktop 1 Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 0 · Desktop 1 Consider universal supports and useful options | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/consider-universal-supports-and-useful-options/ Mobile 0 · Desktop 1 Create barrier-free goals and objectives | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/create-barrier-free-goals-and-objectives/ Mobile 0 · Desktop 1 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding-2/ Mobile 0 · Desktop 1 Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding/ Mobile 0 · Desktop 1 Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 0 · Desktop 1 Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 0 · Desktop 1 Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 0 · Desktop 1 Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 0 · Desktop 1 Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 0 · Desktop 1 Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 0 · Desktop 1 Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 0 · Desktop 1 Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 0 · Desktop 1 Design the experience utilising the UDL Guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-the-experience-utilising-the-udl-guidelines/ Mobile 0 · Desktop 1 Ensure materials and resources are flexibly designed and accessible to all | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ensure-materials-and-resources-are-flexibly-designed-and-accessible-to-all-2/ Mobile 0 · Desktop 1 Identify barriers and supports | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-barriers-and-supports/ Mobile 0 · Desktop 1 Identify potential barriers to learning and wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-potential-barriers-to-learning-and-wellbeing/ Mobile 0 · Desktop 1 Learner variability | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/learner-variability-matters/ Mobile 0 · Desktop 1 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences-2/ Mobile 0 · Desktop 1 Match teaching methods to student preferences | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences/ Mobile 0 · Desktop 1 Myths and facts about UDL | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/myths-and-facts-about-udl/ Mobile 0 · Desktop 1 Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 0 · Desktop 1 Prepare the physical and virtual environments for flexibility and personalisation | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-the-physical-and-virtual-environments-for-flexibility-and-personalisation-2/ Mobile 0 · Desktop 1 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting-2/ Mobile 0 · Desktop 1 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting/ Mobile 0 · Desktop 1 Take a people-first approach | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/take-a-people-first-approach/ Mobile 0 · Desktop 1 Teach, evaluate, and revise against the UDL guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/teach-evaluate-and-revise-against-the-udl-guidelines/ Mobile 0 · Desktop 1 UDL and differentiation and how they are connected | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-and-differentiation-and-how-they-are-connected/ Mobile 0 · Desktop 1 UDL framework and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-framework-guidelines/ Mobile 0 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size b-button__info--inline" id="b-button-downloa… 41 instances on 33 pages
Affected pages (33)
Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 1 · Desktop 0 Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 1 · Desktop 0 Identify and reduce common asthma triggers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/identify-and-reduce-common-asthma-triggers/ Mobile 1 · Desktop 0 Changes to physical wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/changes-to-physical-wellbeing/ Mobile 1 · Desktop 0 Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 1 · Desktop 0 Monitor physical activity and offer options to allow rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/monitor-physical-activity/ Mobile 1 · Desktop 0 Provide social and emotional support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/provide-social-and-emotional-support/ Mobile 1 · Desktop 0 Support physical recovery and provide opportunities for rest | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-physical-recovery-2/ Mobile 1 · Desktop 0 Understand the injury and its implications | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/understand-the-injury/ Mobile 1 · Desktop 0 Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 2 · Desktop 0 Understanding the Learning Support Delivery Model (LSDM) and new models for collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/understanding-the-learning-support-delivery-model/ Mobile 1 · Desktop 0 Explore approaches for students years 9-13 | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/strategies-and-examples-for-students-in-years-713/ Mobile 1 · Desktop 0 Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 1 · Desktop 0 Develop learner profiles with students | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/develop-learner-profiles-with-students/ Mobile 2 · Desktop 0 Strengthen a supportive peer culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/strengthen-a-supportive-peer-culture/ Mobile 2 · Desktop 0 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 2 · Desktop 0 Support literacy and numeracy using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-literacy-and-numeracy-using-recommended-approaches/ Mobile 1 · Desktop 0 Using classroom assessments and monitoring | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/classroom-assessments-and-monitoring/ Mobile 1 · Desktop 0 Understanding how to build fluency | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/understanding-how-to-build-fluency/ Mobile 2 · Desktop 0 Promoting kaupapa Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/promoting-kaupapa-maori/ Mobile 1 · Desktop 0 Plan opportunities for students to collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/plan-opportunities-for-students-to-collaborate/ Mobile 1 · Desktop 0 Support friendships with structured approaches | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-friendships-with-structured-approaches/ Mobile 1 · Desktop 0 Consider PATH as a planning tool | He taputapu whakamahere | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/consider-path-as-a-planning-tool-he-taputapu-whakamahere/ Mobile 1 · Desktop 0 Ensure safety and wellbeing | Haumarutanga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/ensure-safety-and-wellbeing-haumarutanga/ Mobile 3 · Desktop 0 Get to know ākonga | Te mōhio ki ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-akonga-te-mohio-ki-nga-akonga/ Mobile 2 · Desktop 0 Get to know whānau | Te mōhio ki te whānau | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-whanau-te-mohio-ki-te-whanau/ Mobile 1 · Desktop 0 Identify what makes an inclusive school | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/identify-what-makes-an-inclusive-school/ Mobile 1 · Desktop 0 Create barrier-free goals and objectives | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/create-barrier-free-goals-and-objectives/ Mobile 1 · Desktop 0 Design the experience utilising the UDL Guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-the-experience-utilising-the-udl-guidelines/ Mobile 1 · Desktop 0 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting-2/ Mobile 1 · Desktop 0 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting/ Mobile 1 · Desktop 0 Teach, evaluate, and revise against the UDL guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/teach-evaluate-and-revise-against-the-udl-guidelines/ Mobile 1 · Desktop 0 UDL and differentiation and how they are connected | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-and-differentiation-and-how-they-are-connected/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-filter__content">
Primary
… 10 instances on 10 pages
Affected pages (10)
ADHD and learning | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/ Mobile 1 · Desktop 0 Autism and learning | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/ Mobile 1 · Desktop 0 Curriculum accessibility | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/ Mobile 1 · Desktop 0 Deaf or hard of hearing students and learning | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ Mobile 1 · Desktop 0 Down syndrome and learning | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ Mobile 1 · Desktop 0 Dyslexia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/ Mobile 1 · Desktop 0 Dyspraxia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/ Mobile 1 · Desktop 0 Fetal alcohol spectrum disorder and learning | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/ Mobile 1 · Desktop 0 Low vision and learning | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/ Mobile 1 · Desktop 0 Universal Design for Learning | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-filter__content">
Secondary
… 10 instances on 10 pages
Affected pages (10)
ADHD and learning | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/ Mobile 1 · Desktop 0 Autism and learning | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/ Mobile 1 · Desktop 0 Curriculum accessibility | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/ Mobile 1 · Desktop 0 Deaf or hard of hearing students and learning | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ Mobile 1 · Desktop 0 Down syndrome and learning | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ Mobile 1 · Desktop 0 Dyslexia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/ Mobile 1 · Desktop 0 Dyspraxia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/ Mobile 1 · Desktop 0 Fetal alcohol spectrum disorder and learning | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/ Mobile 1 · Desktop 0 Low vision and learning | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/ Mobile 1 · Desktop 0 Universal Design for Learning | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.ama… 7 instances on 7 pages
Affected pages (7)
Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga-2/ Mobile 1 · Desktop 0 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga/ Mobile 1 · Desktop 0 Understand social and emotional learning (SEL) | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/understand-social-and-emotional-learning-sel/ Mobile 1 · Desktop 0 Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 1 · Desktop 0 Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 1 · Desktop 0 Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 1 · Desktop 0 Identify barriers and supports | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-barriers-and-supports/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="mailto:inclusive@tki.org.nz">inclusive@tki.org.nz</a> 4 instances on 2 pages
Affected pages (2)
Contact | Inclusive Education https://inclusive.tki.org.nz/feedback/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www2.nzqa.govt.nz/ncea/ncea-for-teachers-and-schools/special-assessm… 4 instances on 4 pages
Affected pages (4)
Provide support and options for students to create, learn and collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/provide-support-and-options-for-students-to-create-learn-and-collaborate/ Mobile 1 · Desktop 0 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share-2/ Mobile 1 · Desktop 0 Provide options for assessment | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/provide-options-for-assessment2/ Mobile 1 · Desktop 0 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-provide-options-to-create-learn-and-share/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Example of a learner profile" rel="noopener" href="https://inclusive-live-storagestack-ass… 4 instances on 4 pages
Affected pages (4)
Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 1 · Desktop 0 Develop learner profiles with students | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/develop-learner-profiles-with-students/ Mobile 1 · Desktop 0 Ask the learner what will help | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile/ Mobile 1 · Desktop 0 Ask the learner what will help and consider a learner profile | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/consider-learner-profiles/ Mobile 1 · Desktop 0 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a href="/guides/autism-and-learning/#key-areas-of-support"></a> 4 instances on 1 page
Affected pages (1)
Autism and learning | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/ Mobile 2 · Desktop 2 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://trello.com/">Trello</a> 3 instances on 3 pages
Affected pages (3)
Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-processing-and-organisation/ Mobile 1 · Desktop 0 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills-2/ Mobile 1 · Desktop 0 Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/support-processing-and-organisation-9-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Miro" rel="noopener" href="https://www.googlead..." target="_blank"> 3 instances on 3 pages
Affected pages (3)
Develop processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-processing-and-organisation-skills/ Mobile 1 · Desktop 0 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills-2/ Mobile 1 · Desktop 0 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Support opportunities to customise the display of information | CAST" rel="noopener" href=… 3 instances on 1 page
Affected pages (1)
Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 3 · Desktop 0 WCAG Success Criterion 4.1.2 Name, Role, Value (Level A)
Ensure elements with ARIA roles have all required ARIA attributes
<input type="text" class="b-search-field__inpu..." name="search-guides" id="search-guides" value="" … 2 instances on 1 page
Affected pages (1)
Guides | Inclusive Education https://inclusive.tki.org.nz/guides/ Mobile 1 · Desktop 1 WCAG Success Criterion 4.1.2 Name, Role, Value (Level A)
Ensure elements with ARIA roles have all required ARIA attributes
<input type="text" class="b-search-field__inpu..." name="search-home" id="search-home" value="" plac… 2 instances on 1 page
Affected pages (1)
Inclusive Education | Inclusive Education https://inclusive.tki.org.nz/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="/guides/autism-and-learning/#key-areas-of-support">Key areas of support</a> 2 instances on 1 page
Affected pages (1)
Autism and learning | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="/guides/dyspraxia-and-learning/#key-areas-to-support">Key areas to support</a> 2 instances on 1 page
Affected pages (1)
Dyspraxia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="/guides/planning-innovative-learning-environments-iles/">Planning innovative learning envir… 2 instances on 2 pages
Affected pages (2)
Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/reduce-overload-and-sensory-challenges/ Mobile 1 · Desktop 0 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="/guides/speech-language-and-communication/#key-areas-to-support">Key areas to support</a> 2 instances on 1 page
Affected pages (1)
Speech, Language and Communication | Inclusive Education https://inclusive.tki.org.nz/guides/speech-language-and-communication/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="/guides/universal-design-for-learning/">Universal Design for Learning (UDL)</a> 2 instances on 2 pages
Affected pages (2)
Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/reduce-overload-and-sensory-challenges/ Mobile 1 · Desktop 0 Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="/guides/universal-design-for-learning/match-teaching-methods-to-student-preferences-2">matc… 2 instances on 2 pages
Affected pages (2)
Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga-2/ Mobile 1 · Desktop 0 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum">The New Zealand Curriculum</a> 2 instances on 1 page
Affected pages (1)
About inclusive education | Inclusive Education https://inclusive.tki.org.nz/about-inclusive-education-2/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://tmoa.tki.org.nz/">Te Marautanga o Aotearoa</a> 2 instances on 1 page
Affected pages (1)
About inclusive education | Inclusive Education https://inclusive.tki.org.nz/about-inclusive-education-2/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://www.asdpasifika.org.nz/">Pasifika Autism Support Group</a> 2 instances on 2 pages
Affected pages (2)
Gather information to inform practice | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/gather-information-to-inform-practice/ Mobile 1 · Desktop 0 Value and utilise the knowledge, skills and experience of parents, whānau and the local community | Inclusive Education https://inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/value-and-utilise-the-knowledge-skills-and-experience-of-parents-whanau-and-the-local-community/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://www.education.govt.nz/ministry-of-education/regional-ministry-contacts/" target="_bl… 2 instances on 1 page
Affected pages (1)
WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://goalbookapp.com/toolkit/strategy/goal-setting">Goalbook Toolkit</a> 2 instances on 2 pages
Affected pages (2)
Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting-2/ Mobile 1 · Desktop 0 Refine and support goal setting | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/refine-and-support-goal-setting/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://teachingcouncil.nz/professional-practice/our-code-our-standards/" target="_blank">T… 2 instances on 1 page
Affected pages (1)
About inclusive education | Inclusive Education https://inclusive.tki.org.nz/about-inclusive-education-2/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://vimeo.com/186358577" target="_blank">whānau insights and aspirations</a> 2 instances on 1 page
Affected pages (1)
Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://gazette.education.govt.nz/articles/enhancing-staff-capability-at-new… 2 instances on 2 pages
Affected pages (2)
Value diversity | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/value-diversity/ Mobile 1 · Desktop 0 Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://nzdsa.org.nz/" target="_blank">New Zealand Down Syndrome Association… 2 instances on 2 pages
Affected pages (2)
Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/organisations-programmes-and-resources/ Mobile 1 · Desktop 0 Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://resources.cattonline.com/files/student-return-to-learn-plan" target=… 2 instances on 1 page
Affected pages (1)
Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://tapasa.tki.org.nz/teaching-stories/parent-and-whanau-engagement/what… 2 instances on 1 page
Affected pages (1)
Lead inclusive practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/leading-inclusive-practice/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://tewhariki.tahurangi.education.govt.nz/inclusive-practice/5637164140.… 2 instances on 1 page
Affected pages (1)
About inclusive education | Inclusive Education https://inclusive.tki.org.nz/about-inclusive-education-2/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.acc.co.nz/preventing-injury/sport-recreation/concussion-in-sport… 2 instances on 1 page
Affected pages (1)
Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.education.govt.nz/our-work/legislation/education-and-training-ac… 2 instances on 1 page
Affected pages (1)
About inclusive education | Inclusive Education https://inclusive.tki.org.nz/about-inclusive-education-2/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.occ.org.nz/publications/resources/every-child-has-rights/" targe… 2 instances on 1 page
Affected pages (1)
About inclusive education | Inclusive Education https://inclusive.tki.org.nz/about-inclusive-education-2/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Address biases in the use of language and symbols | CAST" rel="noopener" href="https://udl… 2 instances on 1 page
Affected pages (1)
Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Address biases related to modes of expression and communication | CAST" rel="noopener" hre… 2 instances on 1 page
Affected pages (1)
Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Anticipate and plan for challenges | CAST" rel="noopener" href="https://udlguidelines.cast… 2 instances on 1 page
Affected pages (1)
Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Build fluencies with graduated support for practice and performance | CAST" rel="noopener"… 2 instances on 1 page
Affected pages (1)
Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Challenge exclusionary practices | CAST" rel="noopener" href="https://udlguidelines.cast.o… 2 instances on 1 page
Affected pages (1)
Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Clarify vocabulary, symbols, and language structures | CAST" rel="noopener" href="https://… 2 instances on 1 page
Affected pages (1)
Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Connect prior knowledge to new learning | CAST" rel="noopener" href="https://udlguidelines… 2 instances on 1 page
Affected pages (1)
Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Cultivate multiple ways of knowing and making meaning | CAST" rel="noopener" href="https:/… 2 instances on 1 page
Affected pages (1)
Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Cultivate understanding and respect across languages and dialects | CAST" rel="noopener" h… 2 instances on 1 page
Affected pages (1)
Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Design for learner variability. " rel="noopener" href="https://inclusive-live-storagestack… 2 instances on 1 page
Affected pages (1)
Designing for and with ākonga and whānau | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/designing-for-and-with-akonga-and-whanau/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Design options for building knowledge | CAST" rel="noopener" href="https://udlguidelines.c… 2 instances on 1 page
Affected pages (1)
Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Design options for expression and communication | CAST" rel="noopener" href="https://udlgu… 2 instances on 1 page
Affected pages (1)
Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Design options for interaction | CAST" rel="noopener" href="https://udlguidelines.cast.org… 2 instances on 1 page
Affected pages (1)
Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Design options for language and symbols | CAST" rel="noopener" href="https://udlguidelines… 2 instances on 1 page
Affected pages (1)
Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Design options for perception | CAST" rel="noopener" href="https://udlguidelines.cast.org/… 2 instances on 1 page
Affected pages (1)
Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Enhance capacity for monitoring progress | CAST" rel="noopener" href="https://udlguideline… 2 instances on 1 page
Affected pages (1)
Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Highlight and explore patterns, critical features, big ideas, and relationships | CAST" re… 2 instances on 1 page
Affected pages (1)
Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="IEAG link" rel="noopener" href="https://ieag.org.nz/assets/Uploads/InfoSheetInclusiveSchoo… 2 instances on 2 pages
Affected pages (2)
Value diversity | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/value-diversity/ Mobile 1 · Desktop 0 Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="IEW tools for technology" rel="noopener" href="https://inclusive.tki.org.nz/guides/technol… 2 instances on 2 pages
Affected pages (2)
Provide options for students to create, learn, and share what they know | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/provide-options-for-students-to-create-learn-and-share-what-they-know-2/ Mobile 1 · Desktop 0 Provide options to create, learn and share | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share-2/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Illustrate through multiple media | CAST" rel="noopener" href="https://udlguidelines.cast.… 2 instances on 1 page
Affected pages (1)
Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Licensing criteria for centre-based ECE services" rel="noopener" href="https://www.educati… 2 instances on 2 pages
Affected pages (2)
Review medication policies and procedures regarding access and storage | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-medication-policies-and-procedures-regarding-access-and-storage/ Mobile 1 · Desktop 0 Review your medication policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/review-your-medication-policies-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Maximise transfer and generalisation | CAST" rel="noopener" href="https://udlguidelines.ca… 2 instances on 1 page
Affected pages (1)
Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Mindomo" rel="noopener" href="https://www.mindomo.com/" target="_blank">Mindomo</a> 2 instances on 2 pages
Affected pages (2)
Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills-2/ Mobile 1 · Desktop 0 Support processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-processing-and-organisation-skills/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Module 1.2 – Valuing diversity (part 2). " rel="noopener" href="https://inclusive-live-sto… 2 instances on 1 page
Affected pages (1)
Valuing diversity (part 2) | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/valuing-diversity-part-2/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Module 1.3 – Unpacking biases | Creating Spaces of Belonging. " rel="noopener" href="https… 2 instances on 1 page
Affected pages (1)
Unpacking biases | Creating spaces of belonging | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/unpacking-biases-creating-spaces-of-belonging/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Module 2.2 – Design for diversity from the outset. " rel="noopener" href="https://inclusiv… 2 instances on 1 page
Affected pages (1)
Design for diversity from the outset | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-for-diversity-from-the-outset/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Module 2.3 – Design to remove barriers. " rel="noopener" href="https://inclusive-live-stor… 2 instances on 1 page
Affected pages (1)
Design to remove barriers | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/design-to-remove-barriers/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Organise information and resources | CAST" rel="noopener" href="https://udlguidelines.cast… 2 instances on 1 page
Affected pages (1)
Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Regional Ministry contacts (opens in a new window/tab). " rel="noopener" href="https://www… 2 instances on 1 page
Affected pages (1)
Contact | Inclusive Education https://inclusive.tki.org.nz/feedback/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Represent a diversity of perspectives and identities in authentic ways | CAST" rel="noopen… 2 instances on 1 page
Affected pages (1)
Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Set meaningful goals | CAST" rel="noopener" href="https://udlguidelines.cast.org/action-ex… 2 instances on 1 page
Affected pages (1)
Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Support decoding of text, mathematical notation, and symbols | CAST" rel="noopener" href="… 2 instances on 1 page
Affected pages (1)
Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Use multiple media for communication | CAST" rel="noopener" href="https://udlguidelines.ca… 2 instances on 1 page
Affected pages (1)
Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Use multiple tools for construction, composition, and creativity | CAST" rel="noopener" hr… 2 instances on 1 page
Affected pages (1)
Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 2 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Identify potential barriers</span> 2 instances on 2 pages
Affected pages (2)
Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga-2/ Mobile 1 · Desktop 0 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>UDL guide </span> 2 instances on 2 pages
Affected pages (2)
Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities-2/ Mobile 1 · Desktop 0 Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>UDL</span> 2 instances on 2 pages
Affected pages (2)
Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga-2/ Mobile 1 · Desktop 0 Partner with ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/partner-with-akonga/ Mobile 1 · Desktop 0 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a href="/guides/behaviour-and-learning/#design-learning-for-all"></a> 2 instances on 1 page
Affected pages (1)
Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 1 · Desktop 1 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a href="/guides/universal-design-for-learning/"></a> 2 instances on 1 page
Affected pages (1)
Understanding curriculum accessibility and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understanding-curriculum-accessibility-and-its-impact-on-learning/ Mobile 1 · Desktop 1 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a href="guides/universal-design-for-learning/why-udl-is-valuable/"></a> 2 instances on 1 page
Affected pages (1)
Understanding curriculum accessibility and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understanding-curriculum-accessibility-and-its-impact-on-learning/ Mobile 1 · Desktop 1 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a href="https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.ama… 2 instances on 1 page
Affected pages (1)
Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 1 · Desktop 1 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a href="https://www.youtube.com/channel/UCIvo0KZNodx0gC4yqD7PhMw"></a> 2 instances on 1 page
Affected pages (1)
Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-social-interaction/ Mobile 1 · Desktop 1 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a href="https://www.youtube.com/channel/UC_xX7aVj8BHdLa-b7CGMYHQ"> </a> 2 instances on 1 page
Affected pages (1)
Understanding asthma | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/understanding-asthma/ Mobile 1 · Desktop 1 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a rel="noopener" href="http://www.education.govt.nz/ministry-of-education/legislation/nags/" target… 2 instances on 1 page
Affected pages (1)
Understand legal obligations and children's rights | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/understand-legal-obligations-and-childrens-rights/ Mobile 1 · Desktop 1 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a rel="noopener" href="https://gifted.tki.org.nz/define-and-identify/identification/twice-multi-exc… 2 instances on 1 page
Affected pages (1)
Understanding autism | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/understanding-autism/ Mobile 1 · Desktop 1 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a rel="noopener" href="https://udlguidelines.cast.org/engagement/interests-identities/" target="_bl… 2 instances on 1 page
Affected pages (1)
Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 1 · Desktop 1 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a rel="noopener" href="https://vimeo.com/album/2950799/video/100662394" target="_blank"></a> 2 instances on 1 page
Affected pages (1)
Support an effective process for return to early childhood education or school | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-an-effective-process-for-return-to-ece-or-school/ Mobile 1 · Desktop 1 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a rel="noopener" href="https://www.acc.co.nz/assets/injury-prevention/Sportsmart-resources/ACC-7555… 2 instances on 1 page
Affected pages (1)
Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 1 · Desktop 1 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a rel="noopener" href="https://www.readingtogether.net.nz/reading-together.html" target="_blank"></… 2 instances on 1 page
Affected pages (1)
Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 1 · Desktop 1 WCAG Success Criteria 2.4.4 Link Purpose (In Context) · 4.1.2 Name, Role, Value (Level A)
Ensure links have discernible text
<a rel="noopener" href="https://www.tewhatuora.govt.nz/keeping-well/where-to-go-for-care-2/district-… 2 instances on 1 page
Affected pages (1)
Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.3.1 Info and Relationships (Level A)
Ensure that lists are structured correctly
<ul> 2 instances on 1 page
Affected pages (1)
Support student leadership with opportunities for responsibility within the school | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/support-student-leadership-with-opportunities-for-responsibility-within-the-school/ Mobile 1 · Desktop 1 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="/assets/inclusive-education/other-files/Vision-board.pdf" target="_blank">Individual vision… 1 instance on 1 page
Affected pages (1)
Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="/guides/behaviour-and-learning/#design-learning-for-all">Design learning environments</a> 1 instance on 1 page
Affected pages (1)
Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="/guides/behaviour-and-learning/#embed-social-and-emotional-learning">Embed social and emoti… 1 instance on 1 page
Affected pages (1)
Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="/guides/dyslexia-and-learning/the-simple-view-of-reading-and-literacy-acquisition#scarborou… 1 instance on 1 page
Affected pages (1)
Using classroom assessments and monitoring | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/classroom-assessments-and-monitoring/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="/guides/universal-design-for-learning/">Universal Design for Learning guide</a> 1 instance on 1 page
Affected pages (1)
Understanding curriculum accessibility and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understanding-curriculum-accessibility-and-its-impact-on-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="guides/developing-an-inclusive-classroom-culture/develop-learner-profiles-with-students" ta… 1 instance on 1 page
Affected pages (1)
Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://infinitylearn.org/case-studies/" target="_blank">case studies</a> 1 instance on 1 page
Affected pages (1)
Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://infinitylearn.org/wp-content/uploads/2020/10/Te-Awhitu_9years-1.pdf" target="_blank"… 1 instance on 1 page
Affected pages (1)
Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://instructionalseries.tki.org.nz/Instructional-Series/Connected/Connected-2017-Level-4… 1 instance on 1 page
Affected pages (1)
Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://instructionalseries.tki.org.nz/Instructional-Series/School-Journal-Story-Library/Bre… 1 instance on 1 page
Affected pages (1)
Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://instructionalseries.tki.org.nz/Instructional-Series/School-Journal/School-Journal-Le… 1 instance on 1 page
Affected pages (1)
Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://pakcollyear10maths.weebly.com/">Pakuranga College – Year 10 Maths</a> 1 instance on 1 page
Affected pages (1)
Support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-support-understanding/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://pb4l.tki.org.nz/PB4L-School-Wide">The Positive Behaviour for Learning School-Wide fr… 1 instance on 1 page
Affected pages (1)
Use targeted programmes to facilitate opportunities for healthy discussion about sexuality, gender identity, and diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/use-targeted-programmes-to-facilitate-opportunities-for-healthy-discussion-about-sexuality-gender-identity-and-diversity/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://pb4l.tki.org.nz/PB4L-School-Wide/What-is-happening-in-PB4L-School-Wide-schools">Posi… 1 instance on 1 page
Affected pages (1)
Teach learners to enact school values | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-students-to-enact-school-values/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://storybird.com/">Storybird</a> 1 instance on 1 page
Affected pages (1)
Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://www.adhdvoices.com/">ADHDVoices</a> 1 instance on 1 page
Affected pages (1)
Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://www.education.govt.nz/school/student-support/special-education/special-assessment-co… 1 instance on 1 page
Affected pages (1)
Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="http://www.wellbeingatschool.org.nz/node/322" target="_blank">Inclusive practices Tool</a> 1 instance on 1 page
Affected pages (1)
Identify what makes an inclusive school | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/identify-what-makes-an-inclusive-school/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://asthma.org.au/wp-content/uploads/Get_Involved/Asthma_Week/J5705_ASA_Asthma_Week_Cam… 1 instance on 1 page
Affected pages (1)
Asthma awareness years 1-13 | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-awareness-years-1-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://docs.google.com/presentation/d/1L0cUfy48BbN42y4dqLH_FsRIPYyu9zuft_THqo9PcX4/pub?sta… 1 instance on 1 page
Affected pages (1)
Build relationships through connection, understanding, and trust | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/build-relationships-through-connection-understanding-and-trust/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://epiclub.co.nz/">EpiClub®</a> 1 instance on 1 page
Affected pages (1)
Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://inclusive.tki.org.nz/guides/universal-design-for-learning/">Universal Design for Le… 1 instance on 1 page
Affected pages (1)
Lead inclusive practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/leading-inclusive-practice/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://learnaboutlungs.asthmaandrespiratory.org.nz/mystudent/#/id/5aa6fb10d4ede20e7f9033d7… 1 instance on 1 page
Affected pages (1)
Identify and reduce common asthma triggers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/identify-and-reduce-common-asthma-triggers/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3f… 1 instance on 1 page
Affected pages (1)
Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://ncea.education.govt.nz/universal-design-learning-udl">NCEA Education</a> 1 instance on 1 page
Affected pages (1)
Universal Design for Learning | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://ngaitahu.iwi.nz/our_stories/time-to-raise-the-gaze-tk85/">Time to raise the gaze</a… 1 instance on 1 page
Affected pages (1)
Lead inclusive practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/leading-inclusive-practice/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://nzcurriculum.tki.org.nz/Curriculum-resources/Media-gallery/School-curriculum/Streng… 1 instance on 1 page
Affected pages (1)
Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://pausebreathesmile.nz/">Pause, Breathe, Smile</a> 1 instance on 1 page
Affected pages (1)
Teach relaxation techniques | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-relaxation-techniques/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://play.google.com/store/apps/developer?id=Ministry%20of%20Education%2C%20New%20Zealan… 1 instance on 1 page
Affected pages (1)
Design inclusive classroom and curriculum activities | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/design-inclusive-classroom-and-curriculum-activities-2/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://poutamapounamu.org.nz/assets/resources/site/Voices-2.Engaging-with-Maori.pdf" targe… 1 instance on 1 page
Affected pages (1)
Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://poutamapounamu.org.nz/module-8/7-a-framework-for-partnerships-collaboration" target… 1 instance on 1 page
Affected pages (1)
Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://poutamapounamu.org.nz/video/manutaki-m-%C4%81-ori" target="_blank">Manutaki Māori</… 1 instance on 1 page
Affected pages (1)
Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://poutamapounamu.org.nz/video/video-6-mentoring-possible-title-learning-partnerships"… 1 instance on 1 page
Affected pages (1)
Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://s3-ap-southeast-2.amazonaws.com/assets.asthmafoundation.org.nz/documents/76772-Asth… 1 instance on 1 page
Affected pages (1)
Asthma attack response | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-attack-response/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://s3-ap-southeast-2.amazonaws.com/assets.asthmafoundation.org.nz/documents/English-As… 1 instance on 1 page
Affected pages (1)
Asthma attack response | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-attack-response/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://vimeo.com/220717678">UDL and the NZC video</a> 1 instance on 1 page
Affected pages (1)
Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://vimeo.com/221377708" target="_blank">James Hargest High School</a> 1 instance on 1 page
Affected pages (1)
Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://vimeo.com/221381231" target="_blank">Personal learning progressions using Google Si… 1 instance on 1 page
Affected pages (1)
Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://vimeo.com/242861287" target="_blank">Melanie Taite-Pitama</a> 1 instance on 1 page
Affected pages (1)
Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://vimeo.com/430200962" target="_blank">Partnership between iwi, school, and community… 1 instance on 1 page
Affected pages (1)
Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://www.allergy.org.au/health-professionals/anaphylaxis-resources">Download and display… 1 instance on 1 page
Affected pages (1)
Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://www.altogetherautism.org.nz/what-is-autism/">Altogether Autism</a> 1 instance on 1 page
Affected pages (1)
Understanding autism | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/understanding-autism/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://www.asthmafoundation.org.nz/resources/child-asthma-plan" target="_blank">asthma act… 1 instance on 1 page
Affected pages (1)
Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://www.facebook..."> 1 instance on 1 page
Affected pages (1)
Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://www.nzqa.govt.nz/ncea/ncea-exams-and-portfolios/external/digital-exams/find-past-di… 1 instance on 1 page
Affected pages (1)
Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://www.nzqa.govt.nz/providers-partners/assessment-and-moderation-of-standards/managing… 1 instance on 1 page
Affected pages (1)
Design assessments to enable students to demonstrate their understanding | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-assessments-to-enable-students-to-demonstrate-their-understanding/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://www.readingtogether.net.nz/blog/wananga.html" target="_blank">View the programme in… 1 instance on 1 page
Affected pages (1)
Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://www.understood.org/en/friends-feelings/empowering-your-child/building-on-strengths/… 1 instance on 1 page
Affected pages (1)
Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://www.youtube.com/watch?v=BVpdwvDaGj4">Classroom solutions</a> 1 instance on 1 page
Affected pages (1)
Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://www.youtube.com/watch?v=Ik4Wj4rUwOk">7 Rules for good communication</a> 1 instance on 1 page
Affected pages (1)
Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://www.youtube.com/watch?v=JseC9wbrWYs">Dealing with noisy situations</a> 1 instance on 1 page
Affected pages (1)
Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://www.youtube.com/watch?v=gI2hdvbT5KA" target="_blank">Ants on a log.</a> 1 instance on 1 page
Affected pages (1)
Plan opportunities for students to collaborate | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/plan-opportunities-for-students-to-collaborate/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://youtu.be/0V_HVzCsWV4" target="_blank">Story hui</a> 1 instance on 1 page
Affected pages (1)
Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://youtu.be/gp_I_9qC_zM?t=664">Polyfest</a> 1 instance on 1 page
Affected pages (1)
Strengthen Pacific community engagement to support student learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/strengthen-pacific-community-engagement-to-support-student-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a href="https://youtu.be/nuLtw1Vwo-A">Understanding Universal Design for Learning video</a> 1 instance on 1 page
Affected pages (1)
Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="/guides/autism-and-learning/support-processing-and-organisation" target="_bl… 1 instance on 1 page
Affected pages (1)
Create an accessible learning environment | Te waihanga wāhi ako tomopai | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/create-an-accessible-learning-environment-te-waihanga-wahi-ako-tomopai/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="/guides/behaviour-and-learning/#foster-relationships-and-partnerships" targe… 1 instance on 1 page
Affected pages (1)
Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="/guides/behaviour-and-learning/#foster-wellbeing-and-mental-health" target="… 1 instance on 1 page
Affected pages (1)
Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="/guides/behaviour-and-learning/embed-relational-approaches" target="_blank">… 1 instance on 1 page
Affected pages (1)
Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="/guides/behaviour-and-learning/restore" target="_blank">Restore suggestion</… 1 instance on 1 page
Affected pages (1)
Agree on clear expectations | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/set-clear-expectations/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="/guides/behaviour-and-learning/use-de-escalation-strategies" target="_blank"… 1 instance on 1 page
Affected pages (1)
Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="/guides/deaf-or-hard-of-hearing-students-and-learning/" target="_blank">Deaf… 1 instance on 1 page
Affected pages (1)
Create an accessible learning environment | Te waihanga wāhi ako tomopai | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/create-an-accessible-learning-environment-te-waihanga-wahi-ako-tomopai/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="/guides/planning-innovative-learning-environments-iles/#design-for-all-from-… 1 instance on 1 page
Affected pages (1)
Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="/guides/preparing-students-to-leave-school/" target="_blank">Preparing stude… 1 instance on 1 page
Affected pages (1)
Manage successful transitions | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/y9-13-manage-successful-transitions/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="http://dyspraxia.org.nz/" target="_blank">Dyspraxia Support Group of New Zea… 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="http://www.outline.org.nz/" target="_blank">OUTline NZ</a> 1 instance on 1 page
Affected pages (1)
Use targeted programmes to facilitate opportunities for healthy discussion about sexuality, gender identity, and diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/use-targeted-programmes-to-facilitate-opportunities-for-healthy-discussion-about-sexuality-gender-identity-and-diversity/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="http://www.villagecollective.org.nz/" target="_blank">Village Collective</a>… 1 instance on 1 page
Affected pages (1)
Use targeted programmes to facilitate opportunities for healthy discussion about sexuality, gender identity, and diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/use-targeted-programmes-to-facilitate-opportunities-for-healthy-discussion-about-sexuality-gender-identity-and-diversity/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://adsa.org.nz/" target="_blank">Auckland Down Syndrome Association</a>… 1 instance on 1 page
Affected pages (1)
Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/organisations-programmes-and-resources/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://apps.apple.com/ca/app/iwordq-ca/id557923777" target="_blank">iWordQ<… 1 instance on 1 page
Affected pages (1)
Use technologies to support learning | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/use-technologies-to-support-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://autismnz.org.nz/" target="_blank">Autism NZ</a> 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://autismteachingstrategies.com/autism-strategies/dealing-with-losing-a… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://careers.education.govt.nz/learning-support-roles/#Roles" target="_bl… 1 instance on 1 page
Affected pages (1)
Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmf… 1 instance on 1 page
Affected pages (1)
Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://cloud.google.com/speech-to-text" target="_blank">Voice-recognition s… 1 instance on 1 page
Affected pages (1)
Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://deafchildren.org.nz/" target="_blank">Deaf Children New Zealand</a> 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://eric.ed.gov/?id=EJ976654" target="_blank">Evidence-based classroom b… 1 instance on 1 page
Affected pages (1)
Understanding behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://futuremakers.nz#Futuremakers%20NZ" target="_blank">Futuremakers.nz</… 1 instance on 1 page
Affected pages (1)
Understand the need for hybrid learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understand-the-need-for-hybrid-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://gazette.education.govt.nz/articles/a-korowai-of-awhi-and-wellbeing/"… 1 instance on 1 page
Affected pages (1)
Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://gazette.education.govt.nz/articles/creating-inclusive-environments/"… 1 instance on 1 page
Affected pages (1)
Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://gazette.education.govt.nz/articles/the-journey-to-a-more-inclusive-e… 1 instance on 1 page
Affected pages (1)
Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://gitmind.com/graphic-organizer-maker.html" target="_blank">Graphic or… 1 instance on 1 page
Affected pages (1)
Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://hepikorua.education.govt.nz/how-we-work/flexible-tailored-model-of-s… 1 instance on 1 page
Affected pages (1)
About this resource | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/about-this-resource/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://ihc.org.nz/" target="_blank">IHC</a> 1 instance on 1 page
Affected pages (1)
Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/organisations-programmes-and-resources/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://ihc.org.nz/school-age" target="_blank">IHC in your community</a> 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://inclusive.tki.org.nz/assets/inclusive-education/resource-documents/A… 1 instance on 1 page
Affected pages (1)
Getting and using Ministry of Education funded assistive technologies | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/getting-and-using-ministry-of-education-funded-assistive-technologies/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://inclusive.tki.org.nz/assets/inclusive-education/resource-documents/s… 1 instance on 1 page
Affected pages (1)
Review recent research, commentary, and initiatives | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/review-recent-research-commentary-and-initiatives/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://jennalaib.com/2020/02/20/assessments-capturing-a-moment-in-time/" ta… 1 instance on 1 page
Affected pages (1)
Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://journalindigenouswellbeing.co.nz/journal_articles/investigating-maor… 1 instance on 1 page
Affected pages (1)
Understanding behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://mentalhealth.org.nz/five-ways-to-wellbeing" target="_blank">Mental H… 1 instance on 1 page
Affected pages (1)
Support wellbeing and hauora | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/support-wellbeing-and-hauora/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.am… 1 instance on 1 page
Affected pages (1)
Identify barriers and supports | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/identify-barriers-and-supports/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://ncea.education.govt.nz/" target="_blank">NCEA | NZ Curriculum subjec… 1 instance on 1 page
Affected pages (1)
Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://ncea.education.govt.nz/literacy-pedagogy-guides-lpgs" target="_blank… 1 instance on 1 page
Affected pages (1)
Strengthen vocabulary knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/strengthen-vocabulary-knowledge/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://nzcurriculum.tki.org.nz/Key-competencies/Tools/Monitoring-and-docume… 1 instance on 1 page
Affected pages (1)
Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://padlet.com/" target="_blank">Padlet</a> 1 instance on 1 page
Affected pages (1)
Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://play.google.com/store/apps/developer?id=Ministry%20of%20Education%2C… 1 instance on 1 page
Affected pages (1)
Present information, content, and materials in different ways to support understanding | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/present-information-content-and-materials-in-different-ways-to-support-understanding/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://poutamapounamu.org.nz/module-8/9-creative-connections" target="_blan… 1 instance on 1 page
Affected pages (1)
Provide support for whānau as learning collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/provide-support-for-whanau/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://poutamapounamu.org.nz/video/video-6-mentoring-possible-title-learnin… 1 instance on 1 page
Affected pages (1)
Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://rtlb.tki.org.nz/" target="_blank">RTLB</a> 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://school-leavers-toolkit.education.govt.nz/en/getting-a-job/applying-f… 1 instance on 1 page
Affected pages (1)
Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://sparx.org.nz/" target="_blank">SPARX</a> 1 instance on 1 page
Affected pages (1)
Support wellbeing and hauora | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/support-wellbeing-and-hauora/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://studentwellbeinghub.edu.au/educators/resources/get-ready-to-learn" t… 1 instance on 1 page
Affected pages (1)
Teach social and emotional skills | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-social-and-emotional-skills/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://support.apple.com/en-nz/guide/mac-help/mh27448/mac#learning" target=… 1 instance on 1 page
Affected pages (1)
Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://takatapui.nz/takatapui-part-of-the-whanau#part-of-the-whanau" target… 1 instance on 1 page
Affected pages (1)
Explore Māori and Pasifika understandings about sex characteristics, gender, and sexuality diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/explore-maori-and-pasifika-understandings-about-sex-characteristics-gender-and-sexuality-diversity/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://udlguidelines.cast.org/" target="_blank">UDL Guidelines 3.0</a> 1 instance on 1 page
Affected pages (1)
Learner variability | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/learner-variability-matters/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://udlguidelines.cast.org/engagement/interests-identities/" target="_bl… 1 instance on 1 page
Affected pages (1)
Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://udlguidelines.cast.org/engagement/recruiting-interest/choice-autonom… 1 instance on 1 page
Affected pages (1)
Design with students | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/co-design-with-students/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://udlguidelines.cast.org/more/about-guidelines-3-0/" target="_blank">(… 1 instance on 1 page
Affected pages (1)
Learner variability | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/learner-variability-matters/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://vimeo.com/43221993" target="_blank">A kaiako uses e-portfolios to cr… 1 instance on 1 page
Affected pages (1)
Provide support for whānau as learning collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/provide-support-for-whanau/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://vimeo.com/595187437/520ead4568" target="_blank"> tuakana-teina</a> 1 instance on 1 page
Affected pages (1)
Support friendships with structured approaches | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-friendships-with-structured-approaches/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://vimeo.com/595187437/520ead4568?p=1l" target="_blank">Tuakana-Teina</… 1 instance on 1 page
Affected pages (1)
Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/support-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://vimeo.com/752789687" target="_blank">Ministry of Education</a> 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://vimeo.com/752789776" target="_blank">Ministry of Education</a> 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://vimeo.com/752789862" target="_blank">Ministry of Education</a> 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://vimeo.com/752789941" target="_blank">Ministry of Education</a> 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://vimeo.com/78313051" target="_blank">Kaiako involve whānau in documen… 1 instance on 1 page
Affected pages (1)
Provide support for whānau as learning collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/provide-support-for-whanau/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://web-assets.education.govt.nz/s3fs-public/2024-08/Guide-to-sharing-LS… 1 instance on 1 page
Affected pages (1)
Follow protocols for sharing information | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/follow-protocols-for-sharing-information/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://web-assets.education.govt.nz/s3fs-public/2024-12/TPA%201028%20Physic… 1 instance on 1 page
Affected pages (1)
Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.acc.co.nz/assets/injury-prevention/Sportsmart-resources/ACC-7552… 1 instance on 1 page
Affected pages (1)
Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.acc.co.nz/assets/injury-prevention/Sportsmart-resources/ACC-7554… 1 instance on 1 page
Affected pages (1)
Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.acc.co.nz/assets/injury-prevention/Sportsmart-resources/ACC-Spor… 1 instance on 1 page
Affected pages (1)
Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.allergy.org.nz/education/" target="_blank">Allergy New Zealand</… 1 instance on 1 page
Affected pages (1)
Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.blennz.school.nz/" target="_blank">BLENNZ</a> 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.blennz.school.nz/curriculum/blennz-curriculum/" target="_blank">… 1 instance on 1 page
Affected pages (1)
Familiarise yourself with the Expanded Core Curriculum for students with low vision | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/familiarise-yourself-with-the-expanded-core-curriculum-for-students-with-low-vision/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.brain-injury.nz/" target="_blank">Brain Injury New Zealand</a> 1 instance on 1 page
Affected pages (1)
Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.careers.govt.nz/job-hunting/cvs-and-cover-letters/" target="_bla… 1 instance on 1 page
Affected pages (1)
Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.careers.govt.nz/plan-your-career/get-ideas-for-your-career/skill… 1 instance on 1 page
Affected pages (1)
Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.careers.govt.nz/tools/cv-builder/" target="_blank">CV Builder</a… 1 instance on 1 page
Affected pages (1)
Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.ccsdisabilityaction.org.nz/" target="_blank">CCS Disability Acti… 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.downs-syndrome.org.uk/about-downs-syndrome/lifes-journey/underst… 1 instance on 1 page
Affected pages (1)
Support interaction and positive behaviour using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-interaction-and-positive-behaviour-using-recommended-approaches/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.dyslexiafoundation.org.nz/" target="_blank">Dyslexia Foundation … 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.education.govt.nz/our-work/contact-us/regional-ministry-contacts… 1 instance on 1 page
Affected pages (1)
Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.education.govt.nz/our-work/our-role-and-our-people/contact-us/re… 1 instance on 1 page
Affected pages (1)
Respond safely to physical aggression | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/respond-safely-to-physical-aggression/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.education.govt.nz/our-work/overall-strategies-and-policies/actio… 1 instance on 1 page
Affected pages (1)
Lead inclusive practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/leading-inclusive-practice/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.education.govt.nz/our-work/overall-strategies-and-policies/the-s… 1 instance on 1 page
Affected pages (1)
Review food safety policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-food-safety-policies-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.education.govt.nz/parents-and-caregivers/early-learning/learning… 1 instance on 1 page
Affected pages (1)
Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.education.vic.gov.au/Documents/childhood/professionals/support/l… 1 instance on 1 page
Affected pages (1)
Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.educationcounts.govt.nz/__data/assets/pdf_file/0011/199685/Best-… 1 instance on 1 page
Affected pages (1)
Lead inclusive practice | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/leading-inclusive-practice/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.educatorstechnology.com/2023/01/15-great-timeline-creation-web-t… 1 instance on 1 page
Affected pages (1)
Introduce students to the new space prior to moving to build familiarity and minimise challenging situations | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/introduce-students-to-the-new-space-prior-to-moving-to-build-familiarity-and-minimise-challenging-situations/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.facebook.com/groups/282928978442312/discussion/preview" target="… 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.fasd-can.org.nz/fasd_can_webinar_recordings_2022#whare" target="… 1 instance on 1 page
Affected pages (1)
Respond to FASD impacts on the brain | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/respond-to-fasd-impacts-on-the-brain/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.gallaudet.edu/campus-design-and-planning/deafspace" target="_bla… 1 instance on 1 page
Affected pages (1)
Reflect cultural perspectives, consider te ao Māori and other cultures, design to support protocols and practices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/reflect-cultural-perspectives-consider-te-ao-maori-and-other-cultures-design-to-support-protocols-and-practices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.gov.mb.ca/fs/fasd/pubs/fasdeducators_en.pdf" target="_blank">Wha… 1 instance on 1 page
Affected pages (1)
Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.halberg.co.nz/" target="_blank">Halberg Foundation</a> 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.hearing.org.nz/" target="_blank">Hearing New Zealand</a> 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.kotakureo.school.nz/parents-and-whanau/" target="_blank">Ko Taku… 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.naturalreaders.com/" target="_blank">Natural Reader</a> 1 instance on 1 page
Affected pages (1)
Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.nature.com/articles/s41398-021-01514-4" target="_blank">Labels M… 1 instance on 1 page
Affected pages (1)
Understanding behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.nzcer.org.nz/research/publications/hei-whakaarotanga#:~:text=the… 1 instance on 1 page
Affected pages (1)
Prioritise wellbeing | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/prioritise-wellbeing/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.nzqa.govt.nz/ncea/ncea-exams-and-portfolios/external/device-read… 1 instance on 1 page
Affected pages (1)
Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.nzqa.govt.nz/ncea/ncea-exams-and-portfolios/external/digital-exa… 1 instance on 1 page
Affected pages (1)
Prepare for externally assessed standards | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/prepare-for-externally-assessed-standards/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.popplet.com/" target="_blank">Popplet</a> 1 instance on 1 page
Affected pages (1)
Support thinking using recommended approaches | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-thinking-using-recommended-approaches/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.qub.ac.uk/Research/case-studies/childrens-participation-lundy-mo… 1 instance on 1 page
Affected pages (1)
Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.readingrockets.org/sites/default/files/migrated/content/pdfs/Wor… 1 instance on 1 page
Affected pages (1)
Strengthen vocabulary knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/strengthen-vocabulary-knowledge/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.readingtogether.net.nz/reading-together.html" target="_blank">Re… 1 instance on 1 page
Affected pages (1)
Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.readwritethink.org/sites/default/files/resources/lesson_images/l… 1 instance on 1 page
Affected pages (1)
Cooperative learning strategies | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/cooperative-learning-strategies/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.sporty.co.nz/asset/downloadasset?id=0dd25d19-75bc-4240-81d8-f1d9… 1 instance on 1 page
Affected pages (1)
Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.thelowdown.co.nz/article/leaving-school/" target="_blank">The Lo… 1 instance on 1 page
Affected pages (1)
Support wellbeing and hauora | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/support-wellbeing-and-hauora/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.vic.gov.au/safe-schools" target="_blank">Safe Schools Coalition<… 1 instance on 1 page
Affected pages (1)
Supporting LGBTQIA+ students | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.wgtn.ac.nz/lals/resources/academicwordlist/publications/awlsubli… 1 instance on 1 page
Affected pages (1)
Strengthen vocabulary knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/strengthen-vocabulary-knowledge/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.whaikaha.govt.nz/for-service-providers/equipment-and-modificatio… 1 instance on 1 page
Affected pages (1)
Understanding technology and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/understanding-technology-and-its-impact-on-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.whatihavelearnedteaching.com/goal-setting-craftivity/?utm_medium… 1 instance on 1 page
Affected pages (1)
Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.youtube.com/watch?v=IeUwMEkkRe8" target="_blank">e-portfolio</a>… 1 instance on 1 page
Affected pages (1)
Support an effective process for return to early childhood education or school | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/support-an-effective-process-for-return-to-ece-or-school/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.youtube.com/watch?v=ZbMgASzu8RI&feature=youtu.be" target="_b… 1 instance on 1 page
Affected pages (1)
Provide support for whānau as learning collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/provide-support-for-whanau/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://www.youtube.com/watch?v=bb09k7d5P_U" target="_blank">LetMeType</a> 1 instance on 1 page
Affected pages (1)
Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://youtu.be/Bci8uLM_Rug" target="_blank">Support services hub</a> 1 instance on 1 page
Affected pages (1)
Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://youtu.be/bdus5PJslVg?t=148" target="_blank">Wellbeing book</a> 1 instance on 1 page
Affected pages (1)
Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://youtu.be/cYOnV-dCycQ" target="_blank">learning stories</a> 1 instance on 1 page
Affected pages (1)
Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://youtu.be/dP2IJYIhwO0" target="_blank">How to avoid cross-contaminati… 1 instance on 1 page
Affected pages (1)
Review food safety policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-food-safety-policies-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a rel="noopener" href="https://youtu.be/xNqTACuN9bo?si=XqOKeEmB1pTtVWnh" target="_blank">NZQA: ‘Goi… 1 instance on 1 page
Affected pages (1)
Connect with daily interactions | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/connect-with-daily-interactions/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="60 formative assessment strategies " rel="noopener" href="https://www.lsn.nz/pluginfile.ph… 1 instance on 1 page
Affected pages (1)
Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Academic adjustments following concussion" rel="noopener" href="http://orcas-sportsconc2.s… 1 instance on 1 page
Affected pages (1)
Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="All about me signs" rel="noopener" href="https://autismteachingstrategies.com/autism-strat… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Altogether Autism website. " rel="noopener" href="https://www.altogetherautism.org.nz/" ta… 1 instance on 1 page
Affected pages (1)
Understanding autism | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/understanding-autism/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="An educator's Guide to Autism" rel="noopener" href="https://researchautism.org/resources/a… 1 instance on 1 page
Affected pages (1)
Understanding autism | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/understanding-autism/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Annual pollen calendar" rel="noopener" href="https://www.allergy.org.nz/conditions/environ… 1 instance on 1 page
Affected pages (1)
Reduce airborne allergy triggers | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/reduce-airborne-allergy-triggers/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Assistive technology that’s built into mobile devices | Understood" rel="noopener" href="h… 1 instance on 1 page
Affected pages (1)
Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Asthma emergency kit" href="https://www.asthmafoundation.org.nz/resources/asthma-emergency… 1 instance on 1 page
Affected pages (1)
Review your medication policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/review-your-medication-policies-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Autism Teaching Strategies" href="http://autismteachingstrategies.com/free-social-skills-d… 1 instance on 1 page
Affected pages (1)
Teach social skills | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/teach-social-skills/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Back to school interactive game" rel="noopener" href="https://allergist.aaaai.org/just-for… 1 instance on 1 page
Affected pages (1)
Reduce airborne allergy triggers | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/reduce-airborne-allergy-triggers/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Barrier Free – Universal Design in NZ" rel="noopener" href="https://www.barrierfree.org.nz… 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="BloBloggergger" rel="noopener" href="https://www.blogger.com/about/" target="_blank">Blogg… 1 instance on 1 page
Affected pages (1)
Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="CAST | Address biases, threats, and distractions" rel="noopener" href="https://udlguidelin… 1 instance on 1 page
Affected pages (1)
Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="CAST | Nurture joy and play" rel="noopener" href="https://udlguidelines.cast.org/engagemen… 1 instance on 1 page
Affected pages (1)
Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="CAST | Optimize choice and autonomy" rel="noopener" href="https://udlguidelines.cast.org/e… 1 instance on 1 page
Affected pages (1)
Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="CAST | Optimize relevance, value, and authenticity" rel="noopener" href="https://udlguidel… 1 instance on 1 page
Affected pages (1)
Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="CAST | Welcoming interests & Identities" rel="noopener" href="https://udlguidelines.ca… 1 instance on 1 page
Affected pages (1)
Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Call to action plan. " rel="noopener" href="https://inclusive-live-storagestack-assetstora… 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Canterbury Down Syndrome Association" rel="noopener" href="http://cdsa.org.nz/" target="_b… 1 instance on 1 page
Affected pages (1)
Organisations, programmes, and resources | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/organisations-programmes-and-resources/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Chain and building visuals" rel="noopener" href="https://autismteachingstrategies.com/auti… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Choiceworks" rel="noopener" href="https://www.beevisual.com/" target="_blank">Choiceworks<… 1 instance on 1 page
Affected pages (1)
Inclusive practice: Primary to secondary | Kura tuatahi ki te kura tuarua | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-primary-to-secondary-te-kura-tuatahi-ki-te-kura-tuarua/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Clarify the meaning and purpose of goals | CAST" rel="noopener" href="https://udlguideline… 1 instance on 1 page
Affected pages (1)
Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Class Dojo" href="https://www.classdojo.com/en-gb/?redirect=true" target="_blank">Class Do… 1 instance on 1 page
Affected pages (1)
Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Coggle" href="https://coggle.it/" target="_blank">Coggle</a> 1 instance on 1 page
Affected pages (1)
Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/support-processing-and-organisation/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Coggle" rel="noopener" href="https://coggle.it/" target="_blank">Coggle</a> 1 instance on 1 page
Affected pages (1)
Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Compliment maker" rel="noopener" href="https://autismteachingstrategies.com/autism-strateg… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Conversation box" rel="noopener" href="https://autismteachingstrategies.com/autism-strateg… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Creating accessible documents | CAST" rel="noopener" href="https://aem.cast.org/create/cre… 1 instance on 1 page
Affected pages (1)
Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Culture and identity | Inclusive Education Action Group" rel="noopener" href="https://ieag… 1 instance on 1 page
Affected pages (1)
Enable social supports | Ngā taituarā pāpori | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/enable-social-supports-nga-taituara-papori/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="De Bono's hats " rel="noopener" href="https://www.debonogroup.com/services/core-programs/s… 1 instance on 1 page
Affected pages (1)
Support positive peer relationships | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/support-positive-peer-relationships/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Design options for strategy development | CAST 2024" rel="noopener" href="https://udlguide… 1 instance on 1 page
Affected pages (1)
Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Design options for strategy development | CAST" rel="noopener" href="https://udlguidelines… 1 instance on 1 page
Affected pages (1)
Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Design options for sustaining effort and persistence | CAST" rel="noopener" href="https://… 1 instance on 1 page
Affected pages (1)
Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Developing tuākana-tēina relationships, roles, and responsibilities" rel="noopener" href="… 1 instance on 1 page
Affected pages (1)
Exploring supports | Ngā taituarā | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/exploring-supports-nga-taituara/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="E-training" rel="noopener" href="https://www.allergy.org.nz/education/anaphylaxis/e-traini… 1 instance on 1 page
Affected pages (1)
Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Early Childhood Education – 5 food safety practices" rel="noopener" href="https://www.mpi.… 1 instance on 1 page
Affected pages (1)
Review food safety policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-food-safety-policies-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Education Counts. " rel="noopener" href="https://www.educationcounts.govt.nz/topics/bes/de… 1 instance on 1 page
Affected pages (1)
Protect and strengthen students’ agency as learners and collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/strengthen-student-agency/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Education Counts. " rel="noopener" href="https://www.educationcounts.govt.nz/topics/bes/re… 1 instance on 1 page
Affected pages (1)
Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Example of developing a learner profile" href="/guides/developing-an-inclusive-classroom-c… 1 instance on 1 page
Affected pages (1)
Offer a range of supports | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/offer-a-range-of-supports/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Explore the tuakana-teina approach" rel="noopener" href="https://vimeo.com/595187437/520ea… 1 instance on 1 page
Affected pages (1)
Enable social supports | Ngā taituarā pāpori | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/enable-social-supports-nga-taituara-papori/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Facilitation strateg..." rel="noopener" href="https://inclusive-li..." target="_blank"> 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Food allergy training for ECE providers" href="https://www.youtube.com/watch?v=Hp8r79vh4tg… 1 instance on 1 page
Affected pages (1)
Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Foster belonging and community | CAST" rel="noopener" href="https://udlguidelines.cast.org… 1 instance on 1 page
Affected pages (1)
Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Foster collaboration, interdependence, and collective learning | CAST" rel="noopener" href… 1 instance on 1 page
Affected pages (1)
Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="G Suite for Education" rel="noopener" href="https://edu.google.com/" target="_blank">Googl… 1 instance on 1 page
Affected pages (1)
Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Getting started with hybrid" rel="noopener" href="https://futuremakers.nz/getting-started-… 1 instance on 1 page
Affected pages (1)
Gather information to guide hybrid approaches | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/gather-information-and-develop-a-plan/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Gifted Learners website. " rel="noopener" href="https://gifted.tki.org.nz/define-and-ident… 1 instance on 1 page
Affected pages (1)
Understanding autism | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/understanding-autism/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Ginger for Chrome" rel="noopener" href="https://chrome.google.com/webstore/search/Ginger%2… 1 instance on 1 page
Affected pages (1)
Review reading and writing strategies (years 9-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/review-reading-and-writing-strategies-years-9-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Green zone worksheets" rel="noopener" href="https://autismteachingstrategies.com/autism-st… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Headway" href="https://www.headway.org.nz/" target="_blank">Headway</a> 1 instance on 1 page
Affected pages (1)
Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Health and Safety" rel="noopener" href="https://www.education.govt.nz/education-profession… 1 instance on 1 page
Affected pages (1)
Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="High Health Fund" rel="noopener" href="https://www.education.govt.nz/education-professiona… 1 instance on 1 page
Affected pages (1)
Plan effective transitions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-effective-transitions/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Illness and Injury Management" rel="noopener" href="https://www.education.govt.nz/educatio… 1 instance on 1 page
Affected pages (1)
Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Inclusive design facilitator guide. " rel="noopener" href="https://inclusive-live-storages… 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="InsideOUT" rel="noopener" href="https://insideout.org.nz/" target="_blank">InsideOUT</a> 1 instance on 1 page
Affected pages (1)
Use targeted programmes to facilitate opportunities for healthy discussion about sexuality, gender identity, and diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/use-targeted-programmes-to-facilitate-opportunities-for-healthy-discussion-about-sexuality-gender-identity-and-diversity/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Interactive version of the UDL Thinking Cycle" rel="noopener" href="https://view.genial.ly… 1 instance on 1 page
Affected pages (1)
Take a people-first approach | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/take-a-people-first-approach/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Junior Journal Instr..." rel="noopener" href="http://instructional..." target="_blank"> 1 instance on 1 page
Affected pages (1)
Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Licensing criteria f..." rel="noopener" href="https://www.educatio..." target="_blank"> 1 instance on 1 page
Affected pages (1)
Plan safe EOTC trips and excursions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-safe-eotc-trips-and-excursions/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Lino" rel="noopener" href="https://en.linoit.com/" target="_blank">Lino</a> 1 instance on 1 page
Affected pages (1)
Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Listening prompt sheets" rel="noopener" href="https://autismteachingstrategies.com/autism-… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="MOE health conditions booklet" rel="noopener" href="https://ero.govt.nz/sites/default/file… 1 instance on 1 page
Affected pages (1)
Review your medication policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/review-your-medication-policies-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Mahere Ako Infinity Learning Maps" rel="noopener" href="https://infinitylearn.org/infinity… 1 instance on 1 page
Affected pages (1)
Get to know ākonga | Te mōhio ki ngā ākonga | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/get-to-know-akonga-te-mohio-ki-nga-akonga/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Me - Right Now!" rel="noopener" href="https://newzealandcurriculum.tahurangi.education.gov… 1 instance on 1 page
Affected pages (1)
Support wellbeing and hauora | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/support-wellbeing-and-hauora/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="MindMup" rel="noopener" href="https://www.mindmup.com/" target="_blank">Free graphic organ… 1 instance on 1 page
Affected pages (1)
Support processing and organisation | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/support-processing-and-organisation/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Mindomo" rel="noopener" href="https://www.mindomo.com/" target="_blank">Mindomo a</a> 1 instance on 1 page
Affected pages (1)
Develop processing and organisation skills | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/develop-processing-and-organisation-skills/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Ministry of Education information on supporting children who are deaf and hard of hearing"… 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Ministry of Education: Who assistive technology is for" rel="noopener" href="https://www.e… 1 instance on 1 page
Affected pages (1)
Accessing the physical environment | Te whai wāhi ki te taiao kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/accessing-the-physical-environment-te-whai-wahi-ki-te-taiao-kura/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="NELP" rel="noopener" href="https://www.education.govt.nz/our-work/overall-strategies-and-p… 1 instance on 1 page
Affected pages (1)
Plan safe EOTC trips and excursions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-safe-eotc-trips-and-excursions/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="NZ Food standards – allergens" rel="noopener" href="https://www.foodstandards.govt.nz/cons… 1 instance on 1 page
Affected pages (1)
Review food safety policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-food-safety-policies-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="NZ Sign Language lessons" rel="noopener" href="http://www.learnnzsl.nz/" target="_blank">L… 1 instance on 1 page
Affected pages (1)
Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="NZ Sign Language week" rel="noopener" href="https://nzslweek.org.nz/" target="_blank">New … 1 instance on 1 page
Affected pages (1)
Support social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/support-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Nonverbal prompts" rel="noopener" href="https://autismteachingstrategies.com/autism-strate… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Nurture joy and play | CAST" rel="noopener" href="https://udlguidelines.cast.org/engagemen… 1 instance on 1 page
Affected pages (1)
Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Offer action-oriented feedback | CAST" rel="noopener" href="https://udlguidelines.cast.org… 1 instance on 1 page
Affected pages (1)
Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Office 365 Education" rel="noopener" href="https://www.microsoft.com/en-nz/education/produ… 1 instance on 1 page
Affected pages (1)
Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Optimise access to accessible materials and assistive and accessible technologies and tool… 1 instance on 1 page
Affected pages (1)
Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Optimise access to accessible materials and assistive and accessible technologies | CAST" … 1 instance on 1 page
Affected pages (1)
Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Optimise challenge and support | CAST" rel="noopener" href="https://udlguidelines.cast.org… 1 instance on 1 page
Affected pages (1)
Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Overdrive" rel="noopener" href="https://www.overdrive.com/apps/" target="_blank">Overdrive… 1 instance on 1 page
Affected pages (1)
Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Overview of the modules. " rel="noopener" href="https://inclusive-live-storagestack-assets… 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Pie chart visuals" rel="noopener" href="https://autismteachingstrategies.com/autism-strate… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Planning facilitation with a UDL lens. " rel="noopener" href="https://inclusive-live-stora… 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Popplet " rel="noopener" href="http://popplet.com/" target="_blank">Popplet</a> 1 instance on 1 page
Affected pages (1)
Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Post-it flags" rel="noopener" href="https://www.warehousestationery.co.nz/product/W2213772… 1 instance on 1 page
Affected pages (1)
Offer a range of supports | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/offer-a-range-of-supports/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Public Health Nurse" rel="noopener" href="https://www.tewhatuora.govt.nz/for-health-provid… 1 instance on 1 page
Affected pages (1)
Provide professional learning for all staff | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/provide-professional-learning-for-all-staff/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="RAMS" rel="noopener" href="https://eonz.org.nz/Resources/EOTC-Safety-Management/EOTC-Safet… 1 instance on 1 page
Affected pages (1)
Plan safe EOTC trips and excursions | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/plan-safe-eotc-trips-and-excursions/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Reading rulers" rel="noopener" href="https://www.smartkids.co.nz/products/eye-level-readin… 1 instance on 1 page
Affected pages (1)
Offer a range of supports | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/offer-a-range-of-supports/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Ready to Read Instructional Series" rel="noopener" href="https://instructionalseries.tki.o… 1 instance on 1 page
Affected pages (1)
Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Reporting a medical incident" rel="noopener" href="https://www.education.govt.nz/education… 1 instance on 1 page
Affected pages (1)
Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Returning to activity from a concussion/mild traumatic brain injury" href="https://www.acc… 1 instance on 1 page
Affected pages (1)
Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Routinery" rel="noopener" href="https://play.google.com/store/apps/details?id=com.alt.good… 1 instance on 1 page
Affected pages (1)
Inclusive practice: Primary to secondary | Kura tuatahi ki te kura tuarua | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-primary-to-secondary-te-kura-tuatahi-ki-te-kura-tuarua/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Routinery" rel="noopener" href="https://www.routinery.app/" target="_blank">Routinery.</a>… 1 instance on 1 page
Affected pages (1)
Present information in different ways to support access and understanding | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/present-information-in-different-ways-to-support-access-and-understanding/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="SLT" rel="noopener" href="https://www.kidshealth.org.nz/concerned-about-your-childs-commun… 1 instance on 1 page
Affected pages (1)
Establish a planning team that includes a wide representation of voices | Inclusive Education https://inclusive.tki.org.nz/guides/planning-innovative-learning-environments-iles/establish-a-planning-team-that-includes-a-wide-representation-of-voices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="School Journal Story..." rel="noopener" href="https://instructiona..." target="_blank"> 1 instance on 1 page
Affected pages (1)
Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Scooter soccer" rel="noopener" href="https://www.youtube.com/watch?v=4yvelzuxJvw" target="… 1 instance on 1 page
Affected pages (1)
Support students in the playground | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-students-in-the-playground/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Seesaw" href="https://web.seesaw.me/" target="_blank">Seesaw</a> 1 instance on 1 page
Affected pages (1)
Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Self control meters" rel="noopener" href="https://autismteachingstrategies.com/autism-stra… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Sign Language e-book..." rel="noopener" href="https://instructiona..." target="_blank"> 1 instance on 1 page
Affected pages (1)
Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Sitting volleyball" rel="noopener" href="https://www.youtube.com/watch?v=wxp3kIvgT_o" targ… 1 instance on 1 page
Affected pages (1)
Support students in the playground | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/support-students-in-the-playground/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Suggested school asthma policy" rel="noopener" href="https://www.asthmafoundation.org.nz/o… 1 instance on 1 page
Affected pages (1)
Review your medication policies and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/review-your-medication-policies-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Sunshine online e-books" rel="noopener" href="https://www.sunshineonline.co.nz/" target="_… 1 instance on 1 page
Affected pages (1)
Explore digital tools to support literacy (years 1-13) | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/explore-digital-tools-to-support-literacy-years-1-13/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Support multiple ways to perceive information | CAST" rel="noopener" href="https://udlguid… 1 instance on 1 page
Affected pages (1)
Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Talk to family picture sheets" rel="noopener" href="https://autismteachingstrategies.com/a… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Ad..." rel="noopener" href="https://inclusive-li..." target="_blank"> 1 instance on 1 page
Affected pages (1)
Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Address biases, threats and distractions" rel="noopener" href="https://i… 1 instance on 1 page
Affected pages (1)
Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Anticipate and plan for challenges" rel="noopener" href="https://inclusi… 1 instance on 1 page
Affected pages (1)
Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Cl..." rel="noopener" href="https://inclusive-li..." target="_blank"> 1 instance on 1 page
Affected pages (1)
Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Clarify the meaning and purpose of goals" rel="noopener" href="https://i… 1 instance on 1 page
Affected pages (1)
Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Connect prior knowledge to new learning" rel="noopener" href="https://in… 1 instance on 1 page
Affected pages (1)
Design options for building knowledge | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-building-knowledge/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Foster belonging and community" rel="noopener" href="https://inclusive-l… 1 instance on 1 page
Affected pages (1)
Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Illustrate through multiple media" rel="noopener" href="https://inclusiv… 1 instance on 1 page
Affected pages (1)
Design options for language and symbols | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Optimise choice and autonomy" rel="noopener" href="https://inclusive-liv… 1 instance on 1 page
Affected pages (1)
Design options for welcoming interests and identities | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-welcoming-interests/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Organise information and resources" rel="noopener" href="https://inclusi… 1 instance on 1 page
Affected pages (1)
Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Set meaningful goals" rel="noopener" href="https://inclusive-live-storag… 1 instance on 1 page
Affected pages (1)
Design options for strategy development | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-strategy-development/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Support multiple ways to perceive information" rel="noopener" href="http… 1 instance on 1 page
Affected pages (1)
Design options for perception | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-perception/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Us..." rel="noopener" href="https://inclusive-li..." target="_blank"> 1 instance on 1 page
Affected pages (1)
Design options for expression and communication | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-expression-and-communication/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Text description: Va..." rel="noopener" href="https://inclusive-li..." target="_blank"> 1 instance on 1 page
Affected pages (1)
Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="The National Autistic Society UK. " href="https://www.autism.org.uk/advice-and-guidance/to… 1 instance on 1 page
Affected pages (1)
Support participation and build confidence | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/support-participation-and-build-confidence-2/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Thinglink" rel="noopener" href="https://www.thinglink.com/" target="_blank">Thinglink</a> 1 instance on 1 page
Affected pages (1)
Reduce airborne allergy triggers | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/reduce-airborne-allergy-triggers/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Tilting the Seesaw for Teams" rel="noopener" href="https://autismnz.org.nz/tilting-the-see… 1 instance on 1 page
Affected pages (1)
Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="UDL Guidelines" rel="noopener" href="https://udlguidelines.cast.org/" target="_blank">UDL … 1 instance on 1 page
Affected pages (1)
UDL framework and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-framework-guidelines/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="UDL Research Evidence" rel="noopener" href="https://udlguidelines.cast.org/more/research-e… 1 instance on 1 page
Affected pages (1)
UDL framework and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/udl-framework-guidelines/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="UDL and the Learning Brain (CAST, 2018)" rel="noopener" href="https://www.cast.org/wp… 1 instance on 1 page
Affected pages (1)
Learner variability | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/learner-variability-matters/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="UDL reflection questions. " rel="noopener" href="https://inclusive-live-storagestack-asset… 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Universal supports on offer in our learning environment. " rel="noopener" href="https://in… 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Using balance for reciprosity" rel="noopener" href="https://autismteachingstrategies.com/a… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Using phones at school | Ministry of Education" rel="noopener" href="https://www.educ… 1 instance on 1 page
Affected pages (1)
Inclusive practice: Primary to secondary | Kura tuatahi ki te kura tuarua | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-primary-to-secondary-te-kura-tuatahi-ki-te-kura-tuarua/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Validating word cards" rel="noopener" href="https://autismteachingstrategies.com/autism-st… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Vary and honour the methods for response, navigation, and movement | CAST" rel="noopener" … 1 instance on 1 page
Affected pages (1)
Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Visual Schedule Planner" rel="noopener" href="https://apps.apple.com/us/app/visual-schedul… 1 instance on 1 page
Affected pages (1)
Inclusive practice: Primary to secondary | Kura tuatahi ki te kura tuarua | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/inclusive-practice-primary-to-secondary-te-kura-tuatahi-ki-te-kura-tuarua/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Wakelet" rel="noopener" href="https://wakelet.com/" target="_blank">Wakelet</a> 1 instance on 1 page
Affected pages (1)
Support collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/support-collaboration/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Walk in my shoes blank. " rel="noopener" href="https://inclusive-live-storagestack-assetst… 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Walk in my shoes full. " rel="noopener" href="https://inclusive-live-storagestack-assetsto… 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Whaikaha: Ministry of Disabled People" rel="noopener" href="https://www.whaikaha.govt.nz/"… 1 instance on 1 page
Affected pages (1)
Accessing the physical environment | Te whai wāhi ki te taiao kura | Inclusive Education https://inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/accessing-the-physical-environment-te-whai-wahi-ki-te-taiao-kura/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Who can apply for Assistive Technology" rel="noopener" href="https://web-assets.education.… 1 instance on 1 page
Affected pages (1)
What are funded assistive technologies (ATs) | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/what-are-funded-assistive-technologies/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Whānau story - Fran. " rel="noopener" href="https://inclusive-live-storagestack-assetstora… 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Whānau story - Michael. " rel="noopener" href="https://inclusive-live-storagestack-assetst… 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Whānau story - Sienna. " rel="noopener" href="https://inclusive-live-storagestack-assetsto… 1 instance on 1 page
Affected pages (1)
A facilitated approach | Inclusive Education https://inclusive.tki.org.nz/guides/planning-for-diversity/facilitator-guide/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Words hurt / Words help sheets" rel="noopener" href="https://autismteachingstrategies.com/… 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="WorkSafe health and safety notification" rel="noopener" href="https://www.worksafe.govt.nz… 1 instance on 1 page
Affected pages (1)
Align processes and policies with national guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/align-processes-and-policies-with-national-guidelines/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="Worksafe" rel="noopener" href="https://www.worksafe.govt.nz/notifications/what-events-need… 1 instance on 1 page
Affected pages (1)
Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="ary and honor the methods for response, navigation, and movement | CAST" rel="noopener" hr… 1 instance on 1 page
Affected pages (1)
Design options for interaction | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="https://elearning.tki.org.nz/Professional-learning/Story-Hui2" rel="noopener" href="http:/… 1 instance on 1 page
Affected pages (1)
Establish how to share stories of progress and stay in touch | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-how-to-share-stories-of-progress/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="inflatable seat cushions" rel="noopener" href="https://www.sensorycorner.co.nz/products/di… 1 instance on 1 page
Affected pages (1)
Offer a range of supports | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/offer-a-range-of-supports/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="local Ministry of Education office" href="https://www.education.govt.nz/our-work/contact-u… 1 instance on 1 page
Affected pages (1)
Getting and using Ministry of Education funded assistive technologies | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/getting-and-using-ministry-of-education-funded-assistive-technologies/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="slope boards" rel="noopener" href="http://www.blennz.school.nz/guides-and-resources/techno… 1 instance on 1 page
Affected pages (1)
Offer a range of supports | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/offer-a-range-of-supports/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<a title="timers" rel="noopener" href="https://assistive.co.nz/product-category/timers-tools/" targe… 1 instance on 1 page
Affected pages (1)
Offer a range of supports | Inclusive Education https://inclusive.tki.org.nz/guides/technology-tools-for-learning/offer-a-range-of-supports/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<em>About dyslexia: Supporting literacy in the classroom</em> 1 instance on 1 page
Affected pages (1)
Using classroom assessments and monitoring | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/classroom-assessments-and-monitoring/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<em>Giving effect to Te Tiriti o Waitangi</em> 1 instance on 1 page
Affected pages (1)
Meet national and international obligations, policies, and guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/meet-national-and-international-obligations-policies-and-guidelines/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="a">
The three R's of diversity: Teaching strategies for in… 1 instance on 1 page
Affected pages (1)
Strengthen a supportive peer culture | Inclusive Education https://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/strengthen-a-supportive-peer-culture/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-10085-info">
… 1 instance on 1 page
Affected pages (1)
Leading schools that include all learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-10121-info">
… 1 instance on 1 page
Affected pages (1)
Leading schools that include all learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-11284-info">
… 1 instance on 1 page
Affected pages (1)
Preparing students to leave school | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-5712-info">
… 1 instance on 1 page
Affected pages (1)
The role of school boards | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-5725-info">
… 1 instance on 1 page
Affected pages (1)
The role of school boards | Inclusive Education https://inclusive.tki.org.nz/guides/the-role-of-school-boards/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-5865-info">
… 1 instance on 1 page
Affected pages (1)
Deaf or hard of hearing students and learning | Inclusive Education https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-5867-info">
… 1 instance on 1 page
Affected pages (1)
Low vision and learning | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-5868-info">
… 1 instance on 1 page
Affected pages (1)
Low vision and learning | Inclusive Education https://inclusive.tki.org.nz/guides/low-vision-and-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-5869-info">
… 1 instance on 1 page
Affected pages (1)
Down syndrome and learning | Inclusive Education https://inclusive.tki.org.nz/guides/down-syndrome-and-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-5871-info">
… 1 instance on 1 page
Affected pages (1)
Dyspraxia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-5872-info">
… 1 instance on 1 page
Affected pages (1)
Dyspraxia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyspraxia-and-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-6614-info">
… 1 instance on 1 page
Affected pages (1)
Dyslexia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-7083-info">
… 1 instance on 1 page
Affected pages (1)
Asthma and learning | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-7085-info">
… 1 instance on 1 page
Affected pages (1)
Asthma and learning | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-7500-info">
… 1 instance on 1 page
Affected pages (1)
Supporting Pacific learners | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-pacific-learners/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-7913-info">
… 1 instance on 1 page
Affected pages (1)
ADHD and learning | Inclusive Education https://inclusive.tki.org.nz/guides/adhd-and-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-7935-info">
… 1 instance on 1 page
Affected pages (1)
Allergies and learning | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-9355-info">
… 1 instance on 1 page
Affected pages (1)
Dyslexia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-button__info p--resource-meta--file-size" id="b-button-download-9963-info">
… 1 instance on 1 page
Affected pages (1)
Supporting ākonga Māori | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-filter__content">
New
</s… 1 instance on 1 page
Affected pages (1)
Guides | Inclusive Education https://inclusive.tki.org.nz/guides/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-filter__content">
Popular
… 1 instance on 1 page
Affected pages (1)
Guides | Inclusive Education https://inclusive.tki.org.nz/guides/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span class="b-filter__content">
Popular <span class="h-hide--page-b… 1 instance on 1 page
Affected pages (1)
Inclusive Education | Inclusive Education https://inclusive.tki.org.nz/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span id="docs-internal-guid-69bdf253-7fff-bb6a-fedd-8c81e0bbedc3">The impact of respiratory disease… 1 instance on 1 page
Affected pages (1)
Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span style="font-weight: 400;">'Going Digital' the Tamaki College Story</span> 1 instance on 1 page
Affected pages (1)
Use flexible teaching approaches | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/use-flexible-teaching-approaches-pedagogy/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span style="font-weight: 400;">Aramai He Tētēkura – A guide to prevent distress and minimise the us… 1 instance on 1 page
Affected pages (1)
Understanding behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span style="font-weight: 400;">Boost your wellbeing</span> 1 instance on 1 page
Affected pages (1)
Support wellbeing and hauora | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/support-wellbeing-and-hauora/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span style="font-weight: 400;">Hybrid Learning Guide</span> 1 instance on 1 page
Affected pages (1)
Design with ākonga variability in mind | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/design-with-akonga-variability-in-mind/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span style="font-weight: 400;">Interviews</span> 1 instance on 1 page
Affected pages (1)
Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span style="font-weight: 400;">Ministry of Education, Aramai He Tētēkura)</span> 1 instance on 1 page
Affected pages (1)
Understanding behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span style="font-weight: 400;">Sensory Kete</span> 1 instance on 1 page
Affected pages (1)
Teach coping strategies | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/teach-coping-strategies/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span style="font-weight: 400;">Te Kāhui Tika Tangata Human Rights Commission)</span> 1 instance on 1 page
Affected pages (1)
Understanding behaviour | Inclusive Education https://inclusive.tki.org.nz/guides/behaviour-and-learning/understand/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span style="font-weight: 400;">What educators need to know about FASD</span> 1 instance on 1 page
Affected pages (1)
Reduce overload and sensory challenges | Inclusive Education https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span style="font-weight: 400;">i.lead</span> 1 instance on 1 page
Affected pages (1)
Support wellbeing and hauora | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/support-wellbeing-and-hauora/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>ACC cover for allergic reactions </span> 1 instance on 1 page
Affected pages (1)
Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Design for all from the outset</span> 1 instance on 1 page
Affected pages (1)
Cater for diverse learners | Inclusive Education https://inclusive.tki.org.nz/guides/leading-schools-that-include-all-learners/cater-for-diverse-learners/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>How to prepare for a job interview</span> 1 instance on 1 page
Affected pages (1)
Develop job hunting skills | Inclusive Education https://inclusive.tki.org.nz/guides/preparing-students-to-leave-school/develop-job-hunting-skills/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Illness and </span> 1 instance on 1 page
Affected pages (1)
Review your incident response register and procedures | Inclusive Education https://inclusive.tki.org.nz/guides/allergies-and-learning/review-your-incident-response-register-and-procedures/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Jigsaw approach</span> 1 instance on 1 page
Affected pages (1)
Cooperative learning strategies | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-positive-peer-relationships/cooperative-learning-strategies/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Kit for Kids program</span> 1 instance on 1 page
Affected pages (1)
Foster social interaction | Inclusive Education https://inclusive.tki.org.nz/guides/autism-and-learning/foster-social-interaction/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Learning Support Delivery Model</span> 1 instance on 1 page
Affected pages (1)
Understanding the Learning Support Delivery Model (LSDM) and new models for collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/understanding-the-learning-support-delivery-model/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Managing your child’s asthma</span> 1 instance on 1 page
Affected pages (1)
Partner with whānau, parents and caregivers | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/partner-with-whanau-parents-and-caregivers/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Mapping, drawing, and talking</span> 1 instance on 1 page
Affected pages (1)
Adopt collaborative approaches that have the most positive impact | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/adopt-collaborative-approaches/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Ministry of Health Guidelines</span> 1 instance on 1 page
Affected pages (1)
Asthma attack response | Inclusive Education https://inclusive.tki.org.nz/guides/asthma-and-learning/asthma-attack-response/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Ngāti Kāpo o Aotearoa New Zealand Inc</span> 1 instance on 1 page
Affected pages (1)
Value whānau and community expertise and networks | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/value-whanau-and-community-expertise-and-networks/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Puketeraki Kāhui Ako</span> 1 instance on 1 page
Affected pages (1)
Understanding the Learning Support Delivery Model (LSDM) and new models for collaboration | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/understanding-the-learning-support-delivery-model/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Reading Together®</span> 1 instance on 1 page
Affected pages (1)
Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Return to Learning</span> 1 instance on 1 page
Affected pages (1)
Develop a plan of support | Inclusive Education https://inclusive.tki.org.nz/guides/brain-injury/develop-a-plan-of-support/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Te Kauwhata College</span> 1 instance on 1 page
Affected pages (1)
Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Time to raise the gaze</span> 1 instance on 1 page
Affected pages (1)
Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>UDL guideline reflection questions</span> 1 instance on 1 page
Affected pages (1)
Design the experience utilising the UDL Guidelines | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-the-experience-utilising-the-udl-guidelines/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Universal Design for Learning</span> 1 instance on 1 page
Affected pages (1)
Whakawhāiti: Leading and modelling inclusive practices | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-akonga-maori/whakawhaiti-leading-and-modelling-inclusive-practices/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>Wellbeing@schoo</span> 1 instance on 1 page
Affected pages (1)
Use targeted programmes to facilitate opportunities for healthy discussion about sexuality, gender identity, and diversity | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/use-targeted-programmes-to-facilitate-opportunities-for-healthy-discussion-about-sexuality-gender-identity-and-diversity/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>inclusion principle</span> 1 instance on 1 page
Affected pages (1)
Understanding curriculum accessibility and its impact on learning | Inclusive Education https://inclusive.tki.org.nz/guides/curriculum-accessibility/understanding-curriculum-accessibility-and-its-impact-on-learning/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>local regional office</span> 1 instance on 1 page
Affected pages (1)
Establish a learning support community team | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/establish-a-learning-support-community-team/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>syllable-spelling conventions</span> 1 instance on 1 page
Affected pages (1)
Understanding how to build fluency | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/understanding-how-to-build-fluency/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<span>these prompts </span> 1 instance on 1 page
Affected pages (1)
Provide support for whānau as learning collaborators | Inclusive Education https://inclusive.tki.org.nz/guides/collaborative-planning-for-learning/provide-support-for-whanau/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<strong>Design options for sustaining effort and persistence</strong> 1 instance on 1 page
Affected pages (1)
Design options for sustaining effort and persistence | Inclusive Education https://inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-sustaining-effort-and-persistence/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<strong>Human Rights Commission</strong> 1 instance on 1 page
Affected pages (1)
Understand legal obligations and children's rights | Inclusive Education https://inclusive.tki.org.nz/guides/supporting-lgbtqia-students/understand-legal-obligations-and-childrens-rights/ Mobile 1 · Desktop 0 WCAG Success Criterion 1.4.3 Contrast (Minimum) (Level AA)
Ensure the contrast between foreground and background colors meets WCAG 2 AA minimum contrast ratio thresholds
<strong>One off charge $75.00</strong> 1 instance on 1 page
Affected pages (1)
Dyslexia and learning | Inclusive Education https://inclusive.tki.org.nz/guides/dyslexia-and-learning/ Mobile 1 · Desktop 0