The Framework
Access
Environmental, instructional, and curricular access through UDL, assistive technology, and flexible entry points.
Communication
All expressive and receptive communication forms. Communication is participation—not performance.
Cognition
Conceptual understanding independent of speech or motor demands.
Executive Skills
Planning, initiation, persistence, and self-monitoring with scaffolded support.
Self-Regulation
Co-regulation → Supported → Independent. Regulation enables learning access.
Standards
Alignment with grade-level and functional standards without exclusion.