Improving inclusive education through universal design for learning / / Alvyra Galkienė, Ona Monkevičienė, editors.

• Superior document: Inclusive Learning and Educational Equity
• TeilnehmendeR: Galkiene, Alvyra.; Monkeviciene, Ona.
• Year of Publication: 2021
• Language: English
• Series: Inclusive Learning and Educational Equity; 5
• Physical Description: 1 online resource (xiii, 323 pages) :; illustrations (some color)
• Notes: Description based upon print version of record.

This open access international scientific study provides an analysis of how the educational strategy of Universal Design for Learning can stimulate the process of inclusive education in different educational-cultural contexts and different areas of the educational system. The findings of the research deepen the conception of inclusive education and present an analysis of factors that are significant for developing the educational system as well as providing evidence-based recommendations for educational practice. The research for this work was done in four European countries with various historical-cultural contexts: Lithuania and Poland underwent a transformation of the educational systems at the turning point in their political system, shifting from a strictly centralized Soviet policy to a liberal and democratic education system; Austria has experienced changes in social stratification and a need for cultural harmonisation arising from active national migration processes, whereas Finland has been gradually developing a socio-democratic model of national welfare. The analysis of the educational processes in the four countries has been performed using a qualitative action research method. The researchers, in cooperation with the teachers from the selected schools in their country, have implemented the strategy of Universal Design for Learning and assessed its transformation indicators in terms of the quality of inclusive education components.

Table of Contents

Intro -- Series Editor's Preface -- Preface -- Acknowledgments -- Contents -- Contributors -- Chapter 1: Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background -- 1.1 Transformational Aspects of Inclusive Education -- 1.2 Universal Design for Learning as a New Phenomenon in European Education -- 1.3 The Formation of the Conception of Students' Uniqueness in the UDL Context -- 1.4 Conceptualisation of Education Differentiation in the UDL Conception

1.5 Transformation of Educational Goals in the Contexts of Traditional Education and UDL -- 1.6 The Construct of UDL Approach Implementation -- 1.7 The Concept of Successful Learning in UDL Approach -- 1.8 Generalisation: Universal Design for Learning in the Context of Traditional Education -- References -- Chapter 2: The Goal of the Universal Design for Learning: Development of All to Expert Learners -- 2.1 Why Expert Learners? -- 2.2 Theoretical Basis for Expert Learners' Development -- 2.3 Characteristics of Expert Learners in the Context of Inclusive Education

2.4 Profile of Expert Learners Based on the UDL -- 2.5 Discussion and Conclusions -- Appendix: Qualities of Expert Learners -- References -- Chapter 3: Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study -- 3.1 Theoretical Perspective of the Research -- 3.2 Methodological Approach of the Participatory and Collaborative Action Research -- 3.3 Cycles of Action Research -- 3.4 Research Methods -- 3.5 Quality and Validity of Action Research -- References

Chapter 4: Traditional Teaching-Learning Process in the Class of Polish School Through Lens of UDL Approach -- 4.1 Introduction: Realities and Challenges of Contemporary School Education in Poland -- 4.2 Methodological Assumptions on Teaching-Learning Process Analysis Through the Lens of UDL Implementation -- 4.3 Teaching-Learning Process in an Integrated Class: Analysis of Teachers' and Students' Roles and Activities Through the Lens of the UDL Approach -- Teachers' and Students' Perception of Diversity in the Classroom and the Origins of Educational Difficulties

Differentiating Learning Environment (Methods, Sources of Knowledge, Educational Resources) by Teachers for Achieving the Lesson Goals by Students -- The Experience of Students-Students and Teacher-Students Collaboration -- Barriers vs. Strengths that Might Support Transformation of the Teaching-Learning Process in the Class Through Implementation of the UDL Approach Towards Inclusive Education -- Students' Attitude to the School and Their Duties -- 4.4 Discussion and Conclusions: What Is Worth Doing -- References; Chapter 5: Transformations of the Teaching-Learning Process Towards Inclusive Education as a Result of the UDL Approach Implementation