An inclusive curriculum: Learnings from research and practice to promote success for all learners

TAREK EL BABA, DAR AL FIKR SCHOOLS, SAUDI ARABIA Introduction Inclusive education requires more than legal compliance; it demands a commitment to equity, dignity and the universal right to meaningful learning (UNESCO, 1994). Universal Design for Learning (UDL) has emerged as a powerful framework that promotes inclusivity by proactively designing curricula to meet diverse learner needs (CAST, 2018). Unlike traditional approaches that retrofit accommodations after barriers arise, UDL anticipates learner variability, offering multiple pathways for engagement, representation and expression (Meyer et al., 2014). This reflection discusses how UDL principles translate into practical classroom strategies, highlighting how they empower students, support diverse learners and enhance learning outcomes. It aims to provide teachers with actionable insights rooted in both research and lived experience. Why UDL is an inclusive curriculum design tool Research demonstrates that UDL enhances incl