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 researc...

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