Curriculum and program design and evaluation are the subjects of this document, one of 9 modules within an 11-unit resource pack designed to help trainers and postsecondary and continuing education staff meet the needs of special needs students in Great Britain. Having completed this module, staff should be able to: (1) write appropriate goals for a program; (2) state objectives in terms of identifiable outcomes; (3) use principles to inform program design for students with special needs; (4) identify and use appropriate strategies for implementation; (5) collect appropriate information to monitor the design; (6) use appropriate processes to evaluate the program; and (7) design a curriculum or a training program. The introduction lists key questions to be answered by the module, defines the module's purposes, and charts procedures for establishing aims and objectives. The first of four instructional sections deals with how to write goals and objectives in the cognitive, psychomotor, and affective domains. An approach that is an alternative to writing objectives is also discussed. Section 2 asks key questions relevant to programs being designed, suggesting that programs should: (1) be learner centered; (2) provide for access and equal opportunities; (3) have space for negotiation; (4) provide assessment and accreditation; (5) provide for progression; (6) make available guidance, advice, and support; (7) be flexible; (8) be competency based; (9) build in evaluation; and (10) be coordinated. Implementation strategies are the subject of section 3. Section 4 discusses program evaluation, including definitions of evaluation and review, the reasons for evaluating and reviewing, and how and when to evaluate. The module includes eight exercises. (CML)