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.
12 The Model of UDL Implementation Enabling the Development of Inclusive Educati…

---

Document Outline

• 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
  • 5.1 Introduction: The Theoretical Background for Changes in the Teaching–Learning Process Through Implementing the UDL Approach in the Integrated Class in Poland
  • 5.2 Research on How the Teaching–Learning Process Changes in Implementation of the UDL Approach: The Example of One Integrated Class in Poland
    • Perception of the Change Value
    • Identification of Factors Conducive to UDL Approach Implementation
    • Identification of Barriers Preventing Change and Striving to Overcome Them
  • 5.3 Changes in Teachers’ and Students’ Perception and Reflection in Teaching–Learning Process of Inclusive Education by Implementation of the UDL Approach
  • 5.4 Discussion and Conclusions: Teaching–Learning Process Changes Towards Inclusive Education Under Implementation of UDL Approach
  • References
• Chapter 6: The Use of the UDL Approach as a Factor in the Success of Inclusive Education Despite the Pandemic Period
  • 6.1 Introduction: Education in the Pandemic Period—Risks and Opportunities for Changing the Teaching-Learning Process
  • 6.2 Research on the Experiencing of UDL Approach Implementation in Online Education During the Pandemic
    • Application of UDL Methods in Distance Education
    • Positive Impact of Previous Experience with the UDL Approach on Online Education
    • Reasons for the Limited UDL Approach Implementation Under the Online Teaching System
  • 6.3 Discussion and Conclusions: New Experiences in the Teaching-Learning Process Under Implementation of UDL Approach in Online Education as Steps Towards Inclusive Education
  • References
• Chapter 7: Development of Knowledgeable and Resourceful Learners
  • 7.1 Introduction
  • 7.2 Methodological Approach of the Research
  • 7.3 Collaborative Action Research: Processes of Evolutionary and Breakthrough Change
  • 7.4 Educational Practices of Students’ Becoming Knowledgeable and Resourceful Expert Learners
  • 7.5 Overcoming Learning Barriers While Becoming a Knowledgeable and Resourceful Student
  • 7.6 Discussion and Conclusions: Links of Inclusive Education Factors to Resourceful and Knowledgeable Learners
  • References
• Chapter 8: A Strategic and Goal-Directed Student: Expectations vs. Reality
  • 8.1 Introduction
  • 8.2 Methodological Underpinnings of Collaborative Action Research
  • 8.3 How Do Expectations Become Reality?
  • 8.4 Discussion and Conclusions: Developing a Strategic and Goal-Oriented Student
  • References
• Chapter 9: Implementing UDL: Development of Purposeful and Motivated Students
  • 9.1 Introduction
  • 9.2 Methodological Underpinnings of the Research
  • 9.3 What Does it Mean to Be an ‘Interested Learner’?
  • 9.4 Maintaining the Learner’s Interest
  • 9.5 Developing Effort and Persistence
  • 9.6 Creating Preconditions for the Learner’s Effort and Persistence
  • 9.7 Supporting Self-directed Learning
  • 9.8 Strengthening Students’ Self-regulation
  • 9.9 Discussion and Conclusions
  • References
• Chapter 10: Teaching for Diversity with UDL: Analysing Teacher Competence
  • 10.1 Introduction
  • 10.2 UDL and Teacher Competence in MAP Model
  • 10.3 The Collaborative Action Research Rationale
  • 10.4 The Finnish Case – UDL Principles in Terms of Teacher Competence
    • The Co-teachers Create a Safe and Motivating Learning Environment
    • The Teachers’ Develop Their Pedagogical Practices
    • The Teachers Enable Their Pupils’ Actions by Managing Their Teaching Through Multi-professional Team
  • 10.5 Discussion and Conclusions
  • Appendices
    • Appendix 10.1: ‘This Is What I Am as a Learner’ Self-Assessment Form
    • Appendix 10.2: The Tables of Correlation (Tables 10.2, 10.4 and 10.5)
  • References
• Chapter 11: Good Practice in Inclusive Education: Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective
  • 11.1 Introduction: UDL from an Established Pedagogical Perspective
    • History and Present of the Austrian Education System with a Focus on Schooling for Children with Special Educational Needs and a (Forced) Migratory Background
    • Schulzentrum Donaustadt: The Institutional Development of the School
    • Methods of Collaborative and Individualized or Diversified Instruction at SZD
  • 11.2 Methodology and Database
    • (Critical) Participatory Action Research Cycles
    • Data Material
    • Constructivist Grounded Theory
    • Research Ethics
  • 11.3 Research Process, Results, and Discussion
    • Applying Participatory Action Research to Reassess Teaching Practices
    • Results
    • Discussion of Findings and Conclusions
  • References
• Chapter 12: The Model of UDL Implementation Enabling the Development of Inclusive Education in Different Educational Contexts: Conclusions