Abstract
Educational sectors across states, territories, and jurisdictions provide a framework that outlines the learning intentions for students. Within Australia, the Australian Curriculum, Assessment and Reporting Authority (ACARA) sets this framework through the learning areas, general capabilities, and cross-curriculum priorities. Australian states and territories interpret this framework directly, or through alternate yet aligned syllabus materials (e.g. New South Wales). For the purpose of this chapter, these frameworks and syllabi will be referred to as curriculum.
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Additional Readings
Coyne, P., Evans, M., & Karger, J. (2017). Use of UDL literacy environment by middle school students with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 55, 4–14.
Ok, M., Roa, K., Bryant, B., & McDougall, D. (2017). Universal design for learning in pre-K to grade 12 classrooms: A systematic review of research. Exceptionality, 25, 116–138.
Web Resources
Australian Curriculum: Diversity https://www.australiancurriculum.edu.au/resources/student-diversity/.
CAST http://www.cast.org.
National Center for Universal Design for Learning http://www.udlcenter.org.
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Evans, D. (2020). Designing for Access to the Curriculum. In: Inclusive Education in Schools and Early Childhood Settings. Springer, Singapore. https://doi.org/10.1007/978-981-15-2541-4_5
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