Inclusive Learning and Educational Equity 5

Acknowledgments
The authors of this scientific study sincerely thanks:
School teachers for conduction the action research, collaboration, and develop-
ment of inclusive practices:
Zespol Szkol Ogolnoksztalcacych nr 9 w Krakowie (Poland)
Anna G
łogowska
Iwona Komenda
Beata 
Łukasik
Aleksanteri Kenan koulu/Tähtikunnan koulu (Finland)
Irja-Kaisa Lakkala
Päivi Neitola
Auli Näsi
Schulzentrum Donaustadt (Austria)
Katrin Krischke
Gudrun Messenböck
Beatrix Wagner
Gutscher Marion
Vilnius Balsiai Basic School (Lithuania)
Virginija Gir
švildienė
Loreta Ka
čiušytė Skramtai
Asta Antulien
ė
Giedr
ė Vaišnoraitė
The universities for contribution of publishing the scientific study
Vytautas Magnus University
University of Lapland
University of Vienna
Pedagogical University of Krakow
Research assistants
Sophia Baesch and Johanna Grath
University of Vienna

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For the European Commission Erasmus + program and the staff of the Lithuanian 
Agency for financial support for the project “Preconditions of Transformation of 
Education Process in Different Educational Contexts by Applying Inclusive 
Education Strategies” and cooperation in its implementation.
An International Scientific Study, 2021
Acknowledgments

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Contents
 1 
Preconditions of Transforming the Educational Process
by Applying Inclusive Education Strategies:
Theoretical Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Alvyra Galkien
ė and Ona Monkevičienė
 2 
The Goal of the Universal Design for Learning: