Page 229 - Resources and Support for the Online Educator

Chapter 4: Your Assumptions and Beliefs

The Game Changer

Our learners may be able to play the game of school up to a certain point,
but as they progress through school and the demands increase, this
becomes more challenging.

UDL changes the rules of the game. It recognizes that for some learners
the game of school is difficult, if not impossible, to play. Rather than one
pathway around the board and strict rules, UDL encourages multiple path-
ways and includes flexible rules to broaden, rather than narrow, who can
play. With this in mind, go to the “Next Steps” section (page 42) to apply
what you learned, or continue reading if you are ready to go deeper into
how the system reinforces our assumptions and beliefs.

Shallow Swim: System Assumptions and Beliefs

Many of us naturally and regularly examine our assumptions and beliefs.
We seek to not only confirm and validate what we see and do in our class-
room, but also actively seek out research and opinions that challenge our
norms. Although this is important to do as a professional, we still have to
navigate within the current system.

Beyond the individual assumptions and beliefs you each bring with you
from your own experiences in schools are the many assumptions and
beliefs about learners and learning that are embedded in the education
system—subjects, rows, marks and grades, and testing. Some assump-
tions and beliefs are so embedded we fail to see them, let alone examine
them. There are multiple gorillas in the room.

These long-held, system-level beliefs can make it more difficult when you
want to revise or replace some of your own assumptions. When you do
challenge them, you often can only go so far before the system blocks addi-
tional change. You may encounter vocal opponents who are happy with
the status quo. For example, educators who have taught in a particular
way for years may have no intention of changing their practice. Parents
who are used to the system could be resistant to change, concerned
about their children’s ability to get into their colleges of choice. Students

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