Flexible, Relevant, and Accessible Curriculum

Abstract

Education is a right for all children and youth. It has been stated in international initiatives for over five decades. Curriculum frameworks across cultural contexts are interpreted in differing ways by class teachers (e.g., direct interpretation, materials developed by government or commercial bodies). Yet students with disabilities continue to be marginalised from a robust and meaningful curriculum on the basis that the curriculum is 'not for them,' or that teachers are not professionally equipped to make modifications to support access, participation, and learning. This chapter seeks to explore how the universal design for learning framework can be used to ensure all learners are contributing members within the regular classroom. This exploration will consider contexts from three countries to illustrate how the UDL framework can be used to develop flexible, meaningful, and accessible curriculum for all learners. This exploration will illustrate the barriers posed by school structures, mindsets of educators, and rigid interpretation and use of curriculum frameworks and materials.