This article presents the Universal Design for Learning (UDL) framework as one way to understand how to support learners with severe disabilities and how to support their access to authentic and appropriate curricula that improves their quality of life. The author argues for the continued need for advocacy of inclusive education by sharing a family's struggle to find a placement for their son, because classrooms are often designed and developed around how teachers accommodate and modify curricula for more discrete categories of disability or impairment.
Hartmann, E. (2015). Universal design for learning (UDL) and learners with severe support needs. International Journal of Whole Schooling, 11(1), 54-67.