Inclusive Learning and Educational Equity 5

7.3 Collaborative Action Research: Processes 
of Evolutionary and Breakthrough Change
The first cycle of action research
(see Chap. 
2
) aimed to identify the contexts for the 
education of knowledgeable and resourceful learners. The teachers who conducted 
the action research identified the positive factors and barriers relevant to the 
improvement of inclusive education following the UDL approach in a 
Lithuanian school.
The personal experience possessed by the teachers differed (Fig. 
7.1
), and it was 
only partially favourable for improving inclusive education, aiming at the goal of 
the UDL approach to educate a knowledgeable and resourceful learner. Neither 
- a favourable context factor
-
a barrier
Goda: 'I had had 
experience in 
inclusive educa on 
before. But it was 
not experience in 
applying the UDL 
approach.'
Alma: 'I learnt from 
zero'.
Personal 
experience
Goda: 'A special 
pedagogue is a 
central figure'.
Alma: 'And then 
you send that child
to the special 
pedagogue'. 'What 
UDL are you talking 
about? I have 
mathema cal 
problems to solve'.
School 
context
Goda:
'
Aƒempts to 
model UDL in the 
Lithuanian language 
are based on the 
system of totally 
different na onal 
mentality'.
Goda: 'UDL in the 
English language is a 
transfer of tested 
methodology and 
aids to a different 
na onal context'.
Teaching 
methods 
and aids
Fig. 7.1 The context of developing a knowledgeable and resourceful expert learner in the 
Lithuanian school
A. Galkien
ė and O. Monkevičienė

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151
teacher was familiar with the UDL approach but had accumulated different experi-
ences in inclusive education.
Teacher Alma: I learnt from zero. I heard of the UDL as a system for the first time when I 
joined the action research
.
The researcher: What was your attitude towards inclusive education?
Teacher Alma: This also had to be learnt. Over 20 years of experience, I have never had 
such a diverse group of so many different children with their specific needs. Therefore, 
it has been a period of discovery for me.
(The interview with teachers, 3)
Teacher Goda: I had had experience in inclusive education before. But it was not experience 
in applying the UDL approach. When Rita
[a special pedagogue] worked in my school two 
years ago, our collaboration … was continuous.
(The interview with teachers, 3)
Lately, attempts have been made in Lithuanian schools to teach as many SEN 
students in mainstream classes as possible. However, teachers still lack practical 
experience in inclusive education. The school context (Fig. 
7.1
) is frequently unfa-
vourable for the development of inclusive education practices. Special pedagogues, 
speech therapists and psychologists are encouraged to collaborate with teachers 
searching for methods and means to educate SEN students in mainstream classes 
together. However, these specialists traditionally tend to provide individual assis-
tance to students in their offices, and teachers feel left alone. The teachers who 
joined the action research in a Lithuanian school, just like many teachers in the 
country, prioritised specialist help at the beginning of the action research, although 
they understood that individual support for student learning does not promote inclu-
sive education for all:
Teacher Goda: We do not have any support from specialists. A special pedagogue is a cen-