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Curriculum universal design
126 topics across 7 chapters
Chapter 1
Foundations of Universal Design for Learning (UDL)
1
History and legal context (UDL, disability rights, education law)
3 subtopics
2
ADA/Section 504 basics for educators (high-level obligations)
3
IDEA, IEPs/504 plans, and how they intersect with curriculum design
4
Policy implications: documentation, access, and consistent implementation
5
Core concept: barriers in the environment vs deficits in the learner
2 subtopics
6
Identify predictable barriers (sensory, linguistic, cognitive, physical)
7
Use asset-based language in curriculum goals, materials, and feedback
8
Universal design vs accommodations and modifications
2 subtopics
9
Decision rule: when to design universally vs add individualized supports
10
Classify examples as UDL option, accommodation, or modification
11
Evidence base and research literacy for UDL decisions
2 subtopics
12
Read UDL research critically (questions, methods, limitations, transfer)
13
Collect local evidence (action research, implementation data, student input)
Chapter 2
Learner variability, equity, and inclusion
14
Understanding learner variability (not “learning styles”)
2 subtopics
15
Variability across executive function, language, attention, and sensory needs
16
Create learner personas to anticipate barriers and supports
17
Culturally sustaining pedagogy, bias, and representation
2 subtopics
18
Audit curriculum representation and add counter-stereotypical examples
19
Apply a bias review protocol for texts, images, and prompts
20
Social-emotional learning (SEL) and trauma-informed considerations
2 subtopics
21
Design predictable routines and regulation supports (before/during/after tasks)
22
Provide choice and autonomy without overloading working memory
23
Inclusive norms: belonging, identity safety, and participation
2 subtopics
24
Build community agreements and restorative participation structures
25
Implement student voice routines (surveys, advisory, feedback loops)
Chapter 3
UDL guidelines and design principles
26
UDL framework overview (goals, methods, materials, assessments)
2 subtopics
27
Map goals, methods, materials, and assessments to the UDL framework
28
Avoid common misconceptions (UDL is proactive; not just tech; not just choice)
29
Multiple means of engagement (the “why” of learning)
3 subtopics
30
Recruiting interest: relevance, value, choice, and curiosity triggers
31
Sustaining effort: scaffolds, collaboration structures, and progress visibility
32
Self-regulation supports: goal tracking, reflection, coping strategies
33
Multiple means of representation (the “what” of learning)
3 subtopics
34
Perception supports: captions, audio alternatives, readability, layout
35
Language & symbols: vocabulary routines, translation supports, symbol clarity
36
Comprehension supports: prior knowledge, organizers, and chunking
37
Multiple means of action & expression (the “how” of learning)
3 subtopics
38
Physical action & access: varied input methods and navigation supports
39
Expression & communication: multiple product formats and communication modes
40
Executive function supports: planning tools, checklists, and time supports
41
Designing flexible goals while preserving rigor
2 subtopics
42
Write measurable goals that allow multiple pathways to mastery
43
Separate the goal from the means (protect rigor while adding flexibility)
Chapter 4
Curriculum planning and design workflow
44
Backward design aligned to UDL
2 subtopics
45
Identify desired results and constraints (time, resources, policies, devices)
46
Plan evidence and experiences with built-in options from the start
47
Learning goals: clarity, alignment, and success criteria
2 subtopics
48
Unpack standards into knowledge, skills, and transfer goals
49
Make success criteria visible (models, exemplars, and student-friendly language)
50
Barrier analysis and accessibility/inclusivity audit
2 subtopics
51
Run an accessibility/inclusivity audit checklist on a unit or lesson
52
Prioritize barriers by impact and likelihood; plan mitigation strategies
53
Designing options and pathways (choice without chaos)
2 subtopics
54
Design choice boards/menus aligned to goals (not “free choice”)
55
Build scaffolded pathways (must-do/should-do/could-do) with supports
56
Unit/lesson templates and curriculum documentation
2 subtopics
57
Complete a UDL lesson plan template (goals, options, barriers, evidence)
58
Create a curriculum map that documents embedded UDL options across a unit
Chapter 5
Instructional materials and learning experiences
59
Accessible instructional materials (AIM) and content access
2 subtopics
60
Provide accessible formats (OCR text, EPUB/HTML, audio) and verify usability
61
Address licensing/copyright and procurement when sourcing accessible materials
62
Multimedia and representation strategies in daily instruction
2 subtopics
63
Design accessible slides/handouts (contrast, fonts, headings, alt text)
64
Use visuals, models, and simulations effectively (reduce noise; highlight meaning)
65
Active learning routines that support engagement
2 subtopics
66
Use discussion protocols with supports (roles, sentence stems, wait time)
67
Design project-based learning with checkpoints and flexible roles/products
68
Differentiation vs personalization vs UDL (and how they fit)
2 subtopics
69
Compare differentiation, personalization, and UDL using concrete classroom cases
70
Align supports to barriers (task demands) rather than labels or programs
71
Assistive technology and digital tools that enable flexibility
3 subtopics
72
Implement text-to-speech and speech-to-text supports appropriately
73
Use captioning, translation, and readability tools to broaden access
74
Configure LMS tools for flexibility (multiple attempts, varied submissions, pacing)
75
Classroom environment and routines that reduce barriers
2 subtopics
76
Plan physical space and sensory supports (movement, sound, lighting, seating)
77
Create organization systems that promote student independence
Chapter 6
Assessment and feedback in UDL
78
Formative assessment aligned to UDL
3 subtopics
79
Design exit tickets with multiple response modes (write, record, select, draw)
80
Use observation checklists and conferring to capture learning in different ways
81
Create low-stakes quizzes with accessibility supports and clear item design
82
Flexible summative assessment design
2 subtopics
83
Build performance tasks with choice of product while holding the same criteria
84
Design oral, written, and multimodal assessments with comparable rigor
85
Rubrics, success criteria, and feedback systems
3 subtopics
86
Use single-point rubrics to clarify expectations and improve feedback quality
87
Implement feedback cycles (drafts, conferencing, revisions) that students can use
88
Teach self- and peer-assessment routines with scaffolds and norms
89
Grading practices and equity impacts
2 subtopics
90
Standards-based grading basics and how it interacts with UDL
91
Design retakes/late-work policies that support mastery without punishing barriers
92
Data-informed iteration of curriculum and instruction
2 subtopics
93
Analyze outcomes by subgroup without deficit framing; look for barrier patterns
94
Iterate curriculum using a small-cycle improvement method (e.g., PDSA)
95
Academic integrity and authentic assessment
2 subtopics
96
Design authentic tasks and collect process evidence (drafts, logs, reflections)
97
Plan assessment safeguards for AI-era work (clear rules, authentic constraints)
Chapter 7
Implementation, collaboration, and continuous improvement
98
Professional learning, coaching, and observation
2 subtopics
99
Use a UDL walkthrough tool to observe options, barriers, and student agency
100
Run coaching conversations (goal, reality, options, next steps) focused on UDL
101
Co-teaching and multidisciplinary collaboration
2 subtopics
102
Define co-teaching roles and responsibilities (planning, instruction, assessment)
103
Use a collaborative planning agenda that embeds UDL checkpoints
104
Aligning UDL with MTSS/RTI and support systems
2 subtopics
105
Distinguish Tier 1 UDL supports from Tier 2/3 targeted interventions
106
Document supports and referrals clearly (what was tried, what barriers remained)
107
Technology integration and accessibility compliance
3 subtopics
↗ Assistive technology and digital tools that enable flexibility (see Chapter 5)
108
Accessibility standards basics (WCAG/Section 508 concepts) for instructional content
109
Evaluate edtech for accessibility (VPAT review, testing, and procurement questions)
110
Continuous improvement cycle for UDL adoption
3 subtopics
↗ Data-informed iteration of curriculum and instruction (see Chapter 6)
111
Create an implementation plan (scope, timeline, roles, training, support)
112
Change management: stakeholder communication and handling resistance
113
Family and student partnership
2 subtopics
114
Communicate curriculum goals and flexible options to families and caregivers
115
Use student-led conferences and goal setting to build ownership and agency
116
Scaling and sustaining UDL across programs
2 subtopics
117
Build a UDL-aligned curriculum repository (templates, exemplars, accessible assets)
118
Budgeting and resource allocation for UDL (materials, time, staffing, tools)

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