Introduction The curriculum chosen for this analysis is the Functional Skills Special Day Class (SDC) offered by the Clovis Unified School District. It will be analyzed using the principles of Universal Design instruction (UDI). The program is offered for students with disabilities whose needs cannot be accommodated by the general curriculum utilized in the school district. It serves as a special education program that allows students to attend and progress through an educational institution following an adapted curriculum (Clovis Unified School District, n.d.). In this report, I will use UDI principles to investigate the curriculum in its application. Equitable Use The SDC program is adapted in every school in the district, starting from kindergarten. It is meant to accommodate students with various physical and mental disabilities, which cannot fulfill the general school curriculum. The program takes an individual approach to each student in order to encompass their specific learning needs. The district views this program as an integral part of its special education curriculum, which, unlike other programs, is an encompassing daily experience for students with disabilities. Flexibility in Use The program is flexible and adaptable in all its aspects. In elementary schools is designed for small groups and individualized instruction. Meanwhile, in later years, it is adapted so that students are able to complete the required number of credits for graduation. The program focuses on student development and fulfilling objectives in the areas of Functional Academics, Occupational Guidance, Daily Living, and Personal Social Skills (Clovis Unified District, n.d.). In addition, the program offers an alternative curriculum that seeks to prepare students for the real world through the acquisition of social skills and knowledge to be able to function freely. Simple and Intuitive Use The SDC program is not simple to understand and has its complexities. That is because it inherently shifts in approach as the student transitions from the elementary school level to the intermediate classes. In addition, the divide which seeks to offer an alternative curriculum with a separate certificate of completion may be confusing to students and parents involved in the program. It emphasizes the progression of students to achieve curriculum targets at a rate comfortable to them, which may create dysfunction in the SDC classrooms as the instructors would be torn attempting to accommodate individual student needs. Perceptible Information Unfortunately, not much information is available to the public about the instructional methodology of the program. However, it is known that the students’ learning process regarding their progress on individual objectives, and the general curriculum is closely monitored. The information is consistently communicated and coordinated with proper administration and oversight departments. There is also frequent communication with parents to discuss the academic and social progress of the students with disabilities in order to find an adaptable approach to instruction. Tolerance for Error There is very little tolerance for error in the implementation of the program sin