Page 225 - Resources and Support for the Online Educator

Chapter 4: Your Assumptions and Beliefs

intersection where the individual and the envi-
ronment or context met. Kendra suddenly saw
what she’d missed: It isn’t enough to just provide
“disabled” students with technology to “level the
playing field.” Equally important is changing our
instructional practice to better support the vari-
ability of our learners. Rather than berate herself
for focusing on one aspect of UDL, accessibility,
Kendra recognized her understanding and applica-
tion of UDL had grown and would continue to grow
over time.

Rather than take an all or nothing approach, give Figure 4.2 Our current focus on time
(number of hours per day, number of
yourself permission to “start where you are,” connect
periods in a course, number of months in a
and scaffold to what you already know and do, and grade) makes assumptions about learning.
then move forward in a purposeful way. The challenge Ask yourself: Is time-based learning best
for us as educators is to remain open to examining for all learners?
our beliefs about learners and learning on a regular
basis. We must question what we “know” and actively seek evidence that
can confirm or refute our assumptions and beliefs (Figure 4.2). By sharing
and discussing our assumptions and beliefs with others, we bring them out
into the light to examine critically with the defining question: Is this best
for all our learners?

The next sections explore assumptions and beliefs: Where they come from,
how the current system can go against them, and how, when you’re ready,
you can support others in examining their own. This is your first oppor-
tunity to choose your level. Consider your UDL Assessment score from
Chapter 3, as well as your experience examining your assumptions and
beliefs to help you start where you are:

∙ Wade In: The Game of School (page 30). In this section, you’ll
consider if you played the game of school and how your school
experience influences your current assumptions and beliefs.

∙ Shallow Swim: System Assumptions and Beliefs (page 33). In
this section, you’ll examine how assumptions and beliefs
embedded within education impact learners and limit change.

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Dive into UDL: Immersive Practices to Develop Expert Learners 225