All teachers at Sacred Heart now understand that learning and thinking differences are a result of brain-based differences. Additionally, more teachers now understand that the presence of students with learning and thinking differences in the general education classroom is not only beneficial to students with diverse learning needs but is beneficial to all students. Sacred Heart teachers now realize that educators who implement UDL principles and center their planning on students who are traditionally marginalized become stronger teachers, and students who learn alongside diverse learners together, in inclusive classrooms, become more compassionate and accepting (Sharma, Forlin, & Loreman, 2008).
Evidence of shifting mindsets is already visible at Sacred Heart. Teachers are engaging more frequently in assets-based conversations about their students with learning and thinking differences as well as becoming more comfortable disrupting myths about what it means to have a brain-based difference in conversations with colleagues, families and students themselves. As a result of attending a school whose instructional vision is rooted in the principles of UDL, students are developing growth mindsets and learning both independence and interdependence. As their oldest students prepare to head to high school in the fall, they feel well-equipped to work collaboratively with their peers and even to have tough conversations with them about the distribution of labor in group projects.
Of all the versions of Sacred Heart that have existed since Monica Haldiman and Kate Cody arrived nearly 30 years ago, today’s version is perhaps the most diverse and compassionate. The shifts in mindset and culture are thanks largely to the longstanding efforts of Haldiman, Cody and their team of dedicated teachers who are willing to do the hard work associated with disrupting the status quo and working toward educational equity for all students.
Sources
1. The UDL Guidelines. (2020, October 06). Retrieved March 29, 2021, from https://udlguidelines.cast.org/
2. Boston Parks and Recreation Department. “Community Open Space & Recreation Mission. The Neighborhoods: Roslindale.” 2002-2006. PDF file.
3. Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23(7), 773-785. doi:10.1080/09687590802469271