UDL in the Classroom

I spent most of my undergraduate career in progressive classrooms where children were encouraged to find their own learning styles and embrace individuality, and I could easily see the UDL implemented in such environments, where the methods are an extension of the overall philosophy. However, I recently began working in a charter school in the South Bronx, where high expectations and structure are valued and teacher directed instruction is the primary method utilized. While UDL has been briefly mentioned in professional development sessions, I feel that it would be extremely difficult to implement in a school system where the educational philosophies are at odds with the basic pedagogies of UDL.

While some of the principles would definitely benefit children with special needs, it may be difficult to convince teachers to dramatically alter their methods on a larger scale, especially towards student-directed learning. Having come into my recent place of employment and observing all the changes made at the school this year as an outsider, I’ve seen how difficult it has been for the teachers to accept change, as positive as it may be. I suppose I’m left with the question of whether UDL must be supporting by an overarching school culture, or whether it can be successful as a curriculum on its own.