This report analyzes how curriculum, especially current standards-based reform efforts relating to curriculum, are impacting students with disabilities in inclusive settings. Curriculum is defined as both the content and methods a teacher uses to plan and conduct a class. The issue brief contrasts two different high school social studies programs to illustrate the use of either a differentiated curriculum for different types of students in different classes or a single, but broadened, curriculum designed to work with a wide range of students. It notes the approach developed by the Coalition of Essential Schools, which has identified "Essential Questions" that all students can address in various ways. Typical learning experiences of students under this approach are summarized, from the gifted level to those with severe disabilities. Beliefs that foster inclusive curriculum are identified and the following eight curricular elements that challenge and support all students are discussed: (1) a central unit, problem, or question; (2) a unit "grabber" or kick-off activity; (3) learning experiences that link; (4) richly detailed source material; (5) varied learning formats; (6) multiple assessments; (7) various modes of expression; and (8) culminating projects. The report concludes with suggested district level or state level questions when developing curriculum standards to maximize access and achievement for all students. (Contains 12 references.) (DB)