Implementing UDL into trades
TAFE Queensland uses Universal Design for Learning in a pre-vocational training course in trades
Standards alignment
Implementing UDL into trades – TAFE Queensland SkillsTech, Certificate II in Furniture Making Pathways
This case study demonstrates how implementing Universal Design for Learning (UDL) in a trade training environment enhanced learner engagement, participation, confidence and achievement. By embedding inclusive teaching practices from the outset, barriers to learning were reduced and educator capability to support diverse learners was strengthened.
The initiative supported accessible, learner-centred training (Standard 1.1 Training), early identification of learner needs (Standard 2.5 Diversity and inclusion) and timely access to support services (Standard 2.3 Training support; Standard 2.4 Training support for learners with disability).
Key supporting strategies included accessible assessment practices (Standard 1.4 Assessment), educator capability development (Standard 3.1 VET workforce management), learner wellbeing and belonging (Standard 2.6 Wellbeing) and ongoing refinement of training delivery (Standard 4.4 Continuous improvement).
TAFE is a unique environment that aims to prepare students for work. Some students may need time to adjust to the more adult learning environment as there are no bells and no supervision outside of classes. Students will attend classes with others from different schools, and while TAFE teachers are very supportive, students are expected to manage their own learning and behaviours to a certain degree.
Pre-vocational or pre-entry-level training prepares students for work. Behavioural standards are a consideration, as are students’ ability to concentrate and follow instructions to carry out a task while keeping themselves and their peers safe.
The practice at a glance
In TAFE Queensland’s TAFE @ School pre-vocational training, school students attend the Bracken Ridge campus one day a week.
This entry-level certificate is made up of theoretical and practical training. Students gain a nationally recognised qualification: MSF20522 Certificate II in Furniture Making Pathways.
This case is based on a course delivered from February to November 2025 at the Bracken Ridge campus with a maximum of fifteen students from different high schools, including six students identifying with disability.
The teachers, Daniel and Adam, are both relatively new with strong industry focus and skills. Adam has been teaching over a longer period. Both demonstrate good teaching practices with relevance, practical application and problem-centred approaches observed.
Meredith is in Student Services. She is an experienced mentor providing guidance on implementing inclusive teaching practices (Universal Design for Learning [UDL]) and navigating classroom challenges, including providing initial in-class support with navigating and using the online learning management system (LMS).
What challenge or opportunity led to the development of this practice?
Students must demonstrate achievement of their knowledge and skills through online tasks and practical tasks/projects. Regular attendance is required.
Students require the capacity to undertake the requirements of the career choice, including strength and mobility. There are underlying skill sets. For example, while certificate II studies provide students with the base knowledge of the subject, students need to understand the concepts and theories. It is important for students to have an interest in the subject and to have time to work on course materials. They may require support for this, either at school or at home.
Some of the course activities and assessment items may involve group work, so identifying associated challenges and developing effective strategies for class or social situations may help students manage these stressors and experience success during their studies.
Emerging issue
Teachers were allocated a classroom with a suite of desktop computers, all of which faced the walls. Students had their backs to each other and had to turn side-on to see the teacher and interact with each other. Learning and assessment activities were provided as a master product online. Students individually worked through the content and assessment. Teachers were busy moving from one student to another, providing individual support and undertaking formative assessment. Initially, there was very little conversation and interaction between students.
This was becoming increasingly challenging as each student required support and some were easily distracted.
Some students were struggling to progress with the class. There were a few who appeared to be “surface learning” and focusing on task completion rather than immersing themselves in the course content. Progression was individualised, with some students disengaging and distracting others.
Main drivers for change
Daniel explains:
I was initially allocated the Cabinet Making theory room, where laptops were positioned around the perimeter facing the walls. This set-up quickly proved unsuitable due to small screens and integrated keyboards limiting usability.
We relocated to a satellite room outside F Block with desktop computers, larger screens, and full keyboard/mouse set-ups. While this improved functionality, it did not support student interaction. This became clear during an early group task, which proved to be a turning point. Following this activity, students began interacting more both in and out of class. In hindsight, introducing a similar task earlier would have helped build cohesion sooner.
A traditional approach using the learner guide and knowledge questions was ineffective, with students showing significant disengagement. Many struggled with reading and navigating the material.
In response, Adam and I shifted to explicit teaching via the whiteboard. Students used notepads to copy content and were encouraged to use coloured pens to highlight key information. This significantly improved engagement, allowing students to follow content at a steady pace and use their notes to answer questions.
Although slower, this approach was well received. Over time, students became more confident, asked more questions and demonstrated steady growth in their understanding.
National frameworks considered as drivers
Adam, Daniel and Meredith referenced the:
- ACSF Core Skills Framework levels: abilities in learning, reading, writing, oral communication, digital literacy and numeracy
- National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025, Quality Area 2: VET student support
- CAST Universal Design for Learning (UDL) 3.0 Guidelines.
Acknowledged challenges to implementing UDL at SkillsTech
- TAFE Queensland Master Product Adaptability
- Difficulty allocating time to UDL
- Knowledge of UDL and confidence
- Limited access to resources (e.g. technology, budget, staff)
- Minimal team opportunity to plan UDL changes
- Learning difficulties (disclosed or undisclosed)
- Impact of disabilities
- Confidence with technology/digital skills
- Levels of attendance or participation and time management
How was the practice designed and implemented?
Design instruction recognised diversity and variability for potential students who have a broad range of ability, disability, age, reading level, learning style, ethnicity, life circumstances, language, literacy, numeracy and digital literacy skills.
Teachers agreed to use approaches and resources that are easily accessible and relate to students’ learning needs. Support was considered appropriate if it recognises the differing needs of individuals, programs and stage of their journey with TAFE Queensland.
Teachers prioritised creating a sense of belonging for all students from their first point of contact.
Observations/considerations discussed
Usability:
- Can students easily learn how to access/operate the resources, and can they remember how to perform tasks when they return to the activity the next time?
- If you plan to use technology, consider how it may impact the learning experience. Plan for alternatives if a barrier to learning does arise because of the technology.
- Are learning and assessment tasks achievable in the time allocation?
- Are digital skills and access to digital tools required (e.g. laptop/internet data/apps) to support access and participation? Consider using Microsoft accessibility tools/C Pens/split screens.
Consistency:
- Are the features of resources/processes clearly and consistently labelled?
- Do the resources give clear and concise plain English instructions with consistency of structure and navigation (where appropriate)?
- Are students given defined time frames and schedules (e.g. task due dates)?
- Are students able to perform tasks with a minimal amount of effort and achieve their goals successfully?
Cognitive load:
- How much information can students manage at any time?
- What design elements can help reduce cognitive load?
- How can teachers avoid any content, learning activities and assessments that do not contribute to achieving the learning outcomes with minimal distractions?
UDL approaches discussed
- Engagement – looking for multiple ways to motivate students
- Representation – offering information in more than one format
- Action and expression – providing more than one way to interact with material and to show the learning
Who was involved in designing and delivering the practice?
Daniel:
Having Adam in the classroom with me was imperative to its overall success. Adam and I both liked to give industry-focused scenarios from our work background; both of us are still working in industry. Offering authentic industry-based scenarios and information drove engagement and had positive impact on student participation. Adam’s fresh perspective and wealth of knowledge in the field was evident to both me and the students.
How was the practice designed and implemented in practice?
Daniel:
The shift in delivery approach had a clear positive impact on student engagement and aligns strongly with UDL principles. By moving away from text-heavy learner guides and instead presenting content visually through the whiteboard, supported by coloured notetaking, we provided multiple means of representation. This reduced barriers for students who struggled with reading and allowed them to access key concepts in a more structured and accessible way. Encouraging students to write and organise their own notes also supported multiple means of action and expression, helping them process and demonstrate their understanding in a way that suited their learning needs.
The introduction of collaborative tasks further supported UDL by promoting multiple means of engagement. These tasks encouraged peer interaction, increased motivation and helped build a sense of belonging within the group. As students became more comfortable contributing and asking questions, their confidence and participation improved steadily.
This increased engagement in the theory classroom transferred directly into the practical environment. With stronger foundational knowledge and improved confidence, students became more willing to interact with tools and equipment, engage in planning tasks and apply technical drawing skills. The explicit instruction and scaffolded approach we used enabled students to make clearer connections between theory and practice, resulting in greater independence and competence in practical activities.
How does this practice remove barriers rather than requiring additional adjustments?
Daniel:
This shift in approach moved students away from passively viewing content on a screen to actively following along, copying material from the board, and engaging with clear, simplified explanations. The slower pace created more space for questioning, discussion and verbal clarification. Importantly, it gave students a voice – allowing them to contribute, incorporate humour and feel more comfortable in the classroom. This helped break down initial barriers associated with entering an adult learning environment. While these barriers were not initially at the forefront of our planning, they quickly became a key focus for us as the course progressed.
Mapping: National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025
|
Key standards |
Practice evidence |
|---|---|
|
1.1 Training |
|
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2.3 Training support 2.4 Training support for learners with disability |
|
|
2.5 Diversity and inclusion |
|
|
Supporting standards |
Practice evidence |
|---|---|
|
1.4 Assessment |
Reducing barriers to assessment participation |
|
2.6 Wellbeing |
Creating a safe learning environment and building a sense of belonging and wellbeing |
|
3.1 VET workforce management |
Building teacher capability and collaboration |
|
4.4 Continuous improvement |
Reflective improvement of delivery practices |
Reflection questions
- What barriers to learning, participation or assessment currently exist in the training environment, and how could UDL principles help reduce these barriers for all learners?
- How do I provide multiple ways for learners to access information, engage with learning and demonstrate their knowledge and skills?
- What strategies do I use to foster learner confidence, belonging and participation, particularly for students with diverse learning needs or disability?
- How effectively do I collaborate with colleagues and support services to create an inclusive and supportive learning environment?
- What changes to my delivery, assessment or learning resources could I make based on learner feedback and reflection to improve accessibility and engagement?
Universal Design for Learning (UDL) in action examples
Representation example
UDL considerations:
- Support opportunities to customise the display of information
- Support multiple ways to perceive information
Engagement example
UDL considerations:
- Set meaningful goals
- Nurture joy and play
- Foster collaboration, interdependence and collective learning
- Foster belonging and community
- Develop awareness of self and others
- Promote individual and collective reflection
- Cultivate empathy and restorative practices
Daniel:
We also introduced short, game-based activities into theory lessons, where students engaged in light-hearted, timed tasks focused on basic planning and organisation. A small incentive, such as a bag of lollies for the winner, helped boost motivation and participation. These activities were very well received and encouraged friendly competition, which in turn helped build relationships and foster positive, good-natured interactions among the group.
The structured yet light-hearted nature of the activities also promoted critical thinking and problem solving. Students had to quickly interpret tasks, plan their approach and make decisions, often adjusting their thinking as they went. These skills are directly transferable to workshop scenarios, where planning, adaptability and problem solving are essential.
Action and expression example
UDL considerations:
- Set meaningful goals
Daniel:
As students engaged in these tasks, they naturally began to communicate more, share ideas and support one another to achieve a common goal. This strengthened teamwork, improved turn-taking and reinforced the importance of clear communication and mutual respect – key skills for safe and effective work in a practical environment.
Representation example
UDL consideration:
- Connect prior knowledge to new learning
Daniel:
Our changes translated directly into the practical environment. Students were more willing to collaborate, support each other and work safely together. They showed greater confidence when using tools and equipment and were more engaged in planning and technical drawing tasks. Overall, the stronger connection between theory, interaction and real-world application led to a more positive, cooperative and capable cohort in the workshop.
Action and expression, representation and engagement example
UDL considerations:
- Use multiple media for communication
- Build fluencies with graduated support for practice and performance
Teachers built accountability in a very safe environment that looked after student wellbeing and provided a true sense of belonging. This student with dyslexia felt safe to build skills in note taking while still listening and engaging.
This student, who had earlier struggled with the online learning and assessment, thrived in the alternative model of face-to-face learning where teachers implement an approach informed by UDL.
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