The design and development of inclusive practices lie at the forefront of educational policies and educational research (Cooper, Kurts, Baber & Vallecorsa, 2008).  Universal Design for Learning (UDL) is considered one of the alternative approaches to curriculum design and development which seek to respond to the challenges of diversity in education (CAST, 2011).  Through its basic principles, UDL provides a blueprint for creating instructional goals, methods, materials, and assessment that work for every learner. A UDL curriculum is highly connected to differentiated curriculum.  Researchers highlight the way strategies of differentiation support the principles of UDL, and the way UDL re-establishes the definition of differentiation towards inclusion (Blamires, 1999).   The present study aimed to examine the extent to which the components of the Greek-Cypriot New National Curriculum (NNC) facilitate differentiation for all students, under the principles of UDL.  

The NNC is a priority of the nationwide educational reform in Cyprus. The present study provides a deep insight of the NNC components and suggests that universalizing the curriculum to appreciate diversity needs much more than a declaration statement about a “humane and democratic school”.   Based on the findings of the study and on the international literature around UDL and the curriculum, the paper discusses ways of mapping the practice of inclusive education through a UDL informed curriculum.

Blamires, M. (1999). Universal design for learning: Re-establishing differentiations as part of the inclusion agenda? Support for Learning, 14(4), 158-163. Cooper, J.E., Kurtts, S., Baber, C. & Vallecorsa, A. (2008). A Model for Examining Teacher Preparation Curricula for Inclusion. Teacher Education Quarterly, 35(4), 155-176. CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Rose, D., & Meyer, A., (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: ASCD