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Chapter 4: Your Assumptions and Beliefs

Tweet: UDL shifts the focus to mastering learning, not the game of
school. #DiveIntoUDL

reading, writing, and test-taking requirements. We knew the rules and were
able to play effectively enough to complete the game and get our degrees. In
other words, we represent the subset of students that are successful in the
current system.

Kendra’s Game of School

Kendra played the game of school—eventually. As she explained:

“In elementary school I liked to move a lot, and I was very opin-
ionated. Girls in particular were supposed to be quiet and stay in
their seats and do their work. I didn’t fit this description. I loved to
read and write, and I had a good memory. So even though I didn’t
fit the mold, I was successful. Eventually, I learned to behave like
I was supposed to. I developed visual strategies to organize and
plan. I learned to keep my opinions to myself—for the most part.
My experience, while not devastating, suppressed my authentic self.
Although I learned, I’m not sure I learned deeply. Today I might be
labeled with ADHD or difficulties with executive functions. (Is it any
wonder I worked in special education?)

“Because I learned differently, I have always sought ways to level the
playing field through the application of UDL and technology to my
teaching practice. My goal is to help every learner recognize and cele-
brate their strengths rather than feel less for not fitting the norm.”

Luis’s Game of School

In fifth grade, Luis’s teacher gave an assignment that required the class
to memorize the capitals of all the Latin American countries, the kind
of rote memorization that defined much of education at that time in the

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