Inclusive Learning and Educational Equity 5

Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 
International License (
http://creativecommons.org/licenses/by/4.0/
), which permits use, sharing, 
adaptation, distribution and reproduction in any medium or format, as long as you give appropriate 
credit to the original author(s) and the source, provide a link to the Creative Commons license and 
indicate if changes were made.
The images or other third party material in this chapter are included in the chapter’s Creative 
Commons license, unless indicated otherwise in a credit line to the material. If material is not 
included in the chapter’s Creative Commons license and your intended use is not permitted by 
statutory regulation or exceeds the permitted use, you will need to obtain permission directly from 
the copyright holder.
10 Teaching for Diversity with UDL: Analysing Teacher Competence

---

279
© The Author(s) 2021
A. Galkien
ė, O. Monkevičienė (eds.), Improving Inclusive Education through 
Universal Design for Learning
, Inclusive Learning and Educational Equity 5, 
https://doi.org/10.1007/978-3-030-80658-3_11
Chapter 11
Good Practice in Inclusive Education: 
Participatory Reinterpretation of Already 
Existing Elaborate Classroom Practices 
Under a UDL Perspective
Michelle Proyer , Gertraud Kremsner , and Gottfried Biewer 
Abstract This chapter presents well-established educational practices imple-
mented at a school in Vienna with two decades of experience in school development 
in the context of inclusion. It elaborates on how these existing teaching practices 
can be interpreted from a UDL perspective. Furthermore, this chapter aims to under-
line the importance of engaging with teachers’ perspectives in research efforts 
regarding the design of learning environments. Findings point to the advantages that 
the emphasized consideration of localized and societal backgrounds of students 
could add to the purposeful application of UDL.