Inclusive Learning and Educational Equity 5

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© 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_12
Chapter 12
The Model of UDL Implementation 
Enabling the Development of Inclusive 
Education in Different Educational 
Contexts: Conclusions
Alvyra Galkien
ė  and Ona Monkevičienė 
Abstract This chapter presents the conclusions of research carried out by Polish, 
Lithuanian, Finnish, and Austrian researchers, aimed at providing an answer to the 
question of ‘How the implementation of Universal Design for Learning (UDL) 
enriches the practices of inclusive education in different educational contexts.’ The 
summary of the research results is followed by a model of the application of the 
UDL approach for the development of inclusive education. In the model, the UDL 
approach is presented as an approach of transforming the process of education and 
strengthening teacher inclusive attitudes, as a prerequisite for the pupil’s becoming 
an expert learner, a means for mobilizing the school community, a tool for reflecting 
teacher competences, and a new perspective for re-interpreting educational prac-
tices. The UDL application model is valuable in terms of developing inclusive edu-
cation practices, as it allows us to see barriers to pupil education as well as relevant 
directions for improving education in any educational and cultural context.