Curriculum Framework

For Educators:

Principles of UDL

Multiple Means of Engagement: The Affective Networks – the WHY of learning. This principle focuses on keeping learners interested and motivated. It encourages choice, maintaining rigor, working together, and awareness of potential biases so that all learners feel included.

Multiple Means of Representation:  The Recognition Networks – They WHAT of learning. This principle focuses on presenting information in multiple ways to honour learners’ strengths and to meet their diverse learning needs. It includes using a variety of formats, making items accessible, and culturally relevant materials so every learner can understand the content.

Multiple Means of Action and Expression: The Strategic Networks – the HOW of learning. This principle allows learners to demonstrate their learning in different ways. It supports multiple tools, methods for communication and assessment, and opportunities for learners to set their own goals and monitor progress.

Learner Variability

A core principle of UDL is recognising learner variability. Learners bring diverse strengths, backgrounds, abilities, interests, and experiences to the classroom. UDL responds by promoting flexible, multimodal methods, materials, learning environments, instruction, and assessment to ensure meaningful access and engagement for all learners, while building on individual strengths. For example:

Assessment: Multiple assessment options, such as portfolios, presentations, or creative projects, allow learners to demonstrate understanding in ways that reflect their strengths and interests.

Mindset: A UDL mindset recognises learner variability as the norm and emphasises proactive design rather than retrofitting supports. Teachers plan flexible, multimodal learning experiences that remove barriers, maintain high expectations (rigor), and build on learners’ strengths.

Methods: Inclusive, multimodal instructional approaches, such as cooperative learning, project-based learning, and clear, explicit teaching, support engagement across diverse strengths. Exploration of backwards design would be an additional consideration.

Materials: Varied resources, including videos, hands-on materials, and digital tools (high-, mid-, low-, and no-tech), offer multimodal access to content.

Environment: Flexible spaces support both independent and collaborative learning, enhancing accessibility and comfort.

Instruction: Instruction informed by ongoing learner feedback, where learners monitor their progress, and teachers design instruction through inclusive participation.

accessibility

Accessibility and Universal Design for Learning (UDL) focus on designing learning environments from the start so all learners can access, engage with, and demonstrate learning in flexible ways, while still maintaining academic rigor. By anticipating learner variability and removing barriers upfront, UDL reduces reliance on individual accommodations and creates more inclusive, equitable experiences for everyone. Accommodations remain important for some learners, while accessibility and UDL establish supportive, strengths-based practices as part of everyday teaching for every learner. Such as:

• Access – Create accessible, safe and welcoming learning environments.
• Support – Support learners in making learning meaningful.
• Executive Function – Build self understanding and learner agency.

To learn more about accessibility, explore these sites:

• Neil Squire’s AT Help Desk – Teachers, learners and families/caregivers in NB can access, for free, this site and learn more regarding Microsoft Office suite accessible tools and other technology to assist with learning.
• National Center on Accessible Educational Materials which is part of the CAST organization provides information on inclusive and accessible technologies and inclusive design considerations.