What is High Expectations

This chapter focuses on the applicability of universal design for learning principles for First Nations students. It looks at a pre-tertiary course designed for Aboriginal and Torres Strait Islander students in Australia that has been very successful at supporting students not only to transition successfully into higher education, but also to decolonize their understanding of themselves as learners and rewrite their own educational narrative about what is possible for them. Following a description of the history and context of the course design and development, the chapter examines the philosophies and practices of the course through the lenses of the three key principles of UDL: multiple means of engagement, multiple means of representation, and multiple means of action and expression. While there are clear limitations regarding the extent to which the UDL principles can be overlaid upon an existing course, the comparison does show that intentional design that subconsciously shares these principles can help students to overcome structural learning barriers and create inclusion.