The aim of this report was to write a chapter on Curricula, textbooks and assessments for the Regional report on inclusion and education in Central and Eastern Europe, Caucasus and Central Asia. Chapter was based on qualitative analysis of 31 country profiles. First key message of the chapter was that the curriculum should represent all learners and be flexible. It was found that groups that lack political or social recognition are represented only marginally if at all. Curricula are problematic in the area of gender, sexual orientation, education of nomadic populations and meaningful stakeholder praticipation. Second key message is that learning materials and textbooks may promote inclusion but also reinforce stereotypes. Third key message of the chapter is that assessment frameworks that do not consider learner diversity harm inclusion. It was found that national assessment systems have a long way to go to become inclusive, respond to individual needs and not result in segregation.