Inclusive lesson plans, planned that way from the start
One class, thirty different ways of learning. CARL builds UDL options, differentiation, ELL scaffolds, SEL cues, and accessibility considerations into the lesson as you plan it, instead of leaving inclusion as the midnight add-on.
Preview coming soon
A real CARL document will render here, scrollable and ready to print.
Inclusion shouldn’t be the part you bolt on after the “real” planning.
Differentiation usually gets done last, under the most time pressure: the simplified version, the extra scaffold, the extension for whoever finished early, all added once the main lesson is already built. It’s the first thing to slip when the evening runs short.
CARL builds it in from the first draft. Describe your class once, reading range, language learners, support needs, energy level, and every lesson, worksheet, and support it drafts already carries that context. You review and decide what each student actually gets.
What “inclusive by design” actually includes.
Universal Design for Learning (UDL)
Multiple means of engagement, representation, and expression built into activities: choice of tools, varied output formats, and visual, verbal, or written pathways to the same outcome.
Differentiated instruction
Tiered tasks, scaffolded and extended variants of the same activity, so one lesson genuinely fits a range of readiness.
ELL and language scaffolds
Word banks, sentence frames, simplified-language options, visual supports, and home-language connections where you want them.
Social-emotional learning (SEL)
Reflection prompts, collaboration structures, self-regulation cues, student-voice choices, and trauma-informed safeguards woven in where they fit.
Accessibility considerations
Chunked instructions, predictable structure, reduced visual clutter on printables, low-stakes and anonymous sharing options, and formats that work with assistive tech.
Culturally responsive options
Room for diverse names, contexts, and perspectives in examples and texts, plus resource pathways for Indigenous perspectives, always guided by your judgment and local context.
Every lesson comes with its supports already drafted.
The ideas were never the slow part. Producing every version was. So CARL does the producing: alongside the lesson and worksheet, it generates a Lesson Enhancements sheet, built from that exact lesson. It gathers UDL and differentiation pathways, ELL language supports, accessibility accommodations, SEL and student-voice moves, trauma-informed safeguards, and extension challenges into one place, and each one pairs a note for you with a suggestion you can hand straight to students.
Need a specific variation on top of that? Ask for it, and CARL draws it from the same lesson context, editable like everything else.
Example: One Grade 6 science lesson comes back with →
Your class context drives it. Your judgment finishes it.
CARL doesn’t know your students, and it shouldn’t, it never asks for names or personal student data. You describe the class: “wide reading range, four ELL students at different stages, high energy after lunch.” That context shapes everything CARL drafts, and you make the calls about what reaches whom. The professional judgment stays yours; CARL just takes the production work off your plate.
That holds for IEP-adjacent planning too: CARL can draft accommodation-friendly variations, chunked tasks, alternate formats, reduced-load versions, that you match to your students’ actual plans, without any student information entering the tool.
Inclusive and aligned, at the same time.
Supports attach to lessons planned in your curriculum mode, provinces and territories across Canada, plus the UK, the US, and your own uploaded curriculum, so the adapted version still serves the same outcome as the core one. And in Compass, coverage tracking reflects what the whole class is working toward, no matter how many versions of the lesson it took.
Questions teachers ask first.
Plan for the class you actually have.
Describe your class once. Every lesson after that starts inclusive.
