Inclusive Learning and Educational Equity 5

UDL as an 
approach 
of 
transforming 
the
process of 
education
Development of 
inclusive 
education 
applying UDL 
approach
UDL as a 
means for 
mobilising 
school 
community
Fig. 12.1 Model for applying the UDL approach while developing inclusive education
12 The Model of UDL Implementation Enabling the Development of Inclusive Educati…

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UDL approach to distance learning led to an unexpected result—to closer collabo-
ration of teachers, pupils, and parents that stimulated a more active engagement of 
pupils in the process of learning.
UDL as an Approach of Strengthening Teacher Inclusive Attitudes
The action 
research revealed that the teachers’ ability to doubt the existing practices, to ques-
tion and explore them, encourages the improvement of inclusive education prac-
tices. The enhancement of teachers’ inclusive attitudes was promoted by international 
collaboration among schools in the participating countries, and this allowed for 
seeing practical examples of organising inclusive education. School teachers–
researchers had an opportunity to act with university researchers on an equal basis 
while making practice-oriented decisions.
Despite the fact that in the beginning of the project the whole research team 
(teachers and researchers) together with UDL strategists discussed and analysed the 
conception, principles, and practices of this approach, in the beginning of action 
research every teacher possessed own interpretations of the UDL approach, which 
were successfully conformed through collaboration and constant reflection.
A relevant aspect in the change in teachers’ attitudes towards the process of edu-
cation was revealed. In Lithuania, where the understanding of a class as a homoge-
nous unit traditionally prevails, teachers have started seeing every pupil in the 
general context of the class. In Finland, where children are provided with substan-
tial individual support, teachers have started including children with severe special 
needs in the joint learning process in the classroom. In the Austrian school, a ques-
tion regarding combining individualised and common environment targeting the 
same goal remained significant.