Challenging exclusionary practices is a universal design for learning (UDL) guideline that supports multiple means of action and expression. The UDL guidelines were developed by an organization called CAST. This article will explore how teachers and other educators can help learners recognize and reduce systems built on beliefs and behaviours that exclude others.
Challenging exclusionary practices in Universal Design for Learning
Challenging exclusionary practices means understanding and avoiding behaviours that exclude or discriminate against others, and the beliefs that lead to those behaviours. Many forms of discrimination limit people’s chances to learn and express what they know. For example, forms of discrimination or biased behaviour include:
These systemic biases based on stereotypes and stigma about people and their cultures often go unnoticed, locally and around the world. Nonetheless, practices that exclude people based on biases are deeply damaging. Therefore, classes should learn about these biases to counteract them.
Teachers can use many strategies for challenging exclusionary practices. For instance, teachers can make time for learners to think critically about biases, independently and as a class. During this time, learners should:
- Name biases
- Consider how they function to exclude specific people or cultures
In addition, teachers can support learners as they take specific action to address the biases they have named and considered. For example, classrooms that are purposely inclusive of all abilities and cultures become welcoming communities actively working against these biases. Teachers modelling this inclusion in their curricula support learners in their efforts to undo the damage that biases have done.
Finally, teachers can create more chances for their classes to acknowledge and commit to counteracting biases they uncover. For example, if a class discovers a specific bias, they can learn about and take part in community-based practices for healing, such as restorative justice.