In UDL, the curriculum is used and understood by every learner irrespective of their

background knowledge, diverse strengths, needs, and interests. The curriculum used with
UDL needs to be flexible to accommodate all kinds of learners which allows teachers to
remove potential barriers helping all learners meet their needs (M.Ed., n.d.).

UDL curriculum can be customized and adjusted with the highly interrelated components

1. Goals,
2. Methods,
3. Materials, and
4. Assessments

Goals:
In UDL framework, Goals directly refer to the learners' needs articulating the
learner's variability by acknowledging different means for achievement offered
with multiple options and alternatives. Goals focus on developing 'Expert
Learners' by engaging the learners in different pathways, tools, strategies and
scaffoldings, allowing them perform the learning tasks to the best of their
interests reaching the mastery. Goals that are set in UDL framework address the
classrooms with higher expectations that are attained by all learners (CAST,
2011).

Methods

Learning happens in the classrooms using various methodologies that include

instructional practices, varied approaches, strategies, routines, procedures,
techniques etc. In UDL curriculum, methods are differentiated that are reach to
the individual learner's needs in the context of the task, learner's social/emotional
resources and the classroom climate. Learners monitor their progress of learning
recognizing their strengths and weaknesses and are involved in planning the
strategies that are effective and supportive for the goal attainment. Curriculum
with UDL methods is flexible, varied and adjusted based on the continued monitor
of the learners' progress (CAST, 2011).

Materials

In UDL curriculum, the materials are incorporated with the UDL Principles. The materials
used are at the flexibility of the learner's usage to content where by teachers can present
the concepts in variety of ways to better meet the needs of diverse group of learners. The
most observed materials used for representing the content and performance demonstration
is digital media using multimedia, graphic organizers, animations, online, etc. (IRIS Center,
2021). For strategic learning and expression of knowledge, UDL materials offer resources
needed to access their understanding and demonstrate in different ways. For engaging with
learning, materials are offered with the alternative pathways and choices at appropriate
levels of support and challenge. Variability and flexibility of the materials fuel learners with
sustained interest and motivation (CAST, 2011).

Assessments
In UDL framework, Assessments are to enhance the authenticity and validity with
comprehensive collection of information of learning that is necessary to make important
decisions about developmental and educational needs of all learners. Assessments allow
teachers to continually learn about what students know and can do and offer timely, specific
and well-considered feedback to better support learning of the individual learner. Learners
understand their learning goals and monitor their progress therefore taking the joy of
learning as a successful learner. "This is achieved in part by keen focus on the goal, as
distinct from the means to accommodate learner variability, UDL assessments reduce or
remove barriers to accurate measurement of learner knowledge, skills, and engagement"
(CAST, 2011, p. 8).

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA:
Author. Retrieved from https://wvde.state.wv.us/osp/UDL/4.%20Guidelines
%202.0.pdf

M.Ed., P. (n.d.). Ch. 12 Differentiated Instruction. Retrieved from

https://granite.pressbooks.pub/teachingdiverselearners/chapter/differentiated-
instruction-2/

IRIS Center. (2021). Retrieved from

https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p05/#content