Universal Design for Learning. Most teachers have to adapt instruction for their students and usually don't have a say in choosing the curriculum or designing the materials before they are expected to use them.
If the developers of curricular materials anticipated some of the needs that teachers face in inclusive classrooms, such as students who read below grade level or who have organizational or attention-deficit problems, and if they then designed accommodations for these needs into the materials, that would free up teachers to devote more time to teaching and less to adapting the curriculum.
While this may sound like an ideal situation, actually it is neither unrealistic nor far in the future of public school classrooms. Over the past few years, there has been a concerted effort in special education to promote curricular materials with built-in adaptations, particularly in digital media, that are flexible and customizable.
By Nancy Safer Executive Director The Council for Exceptional Children. CAST: Center for Applied Special Technology. HIAT.