Inclusive Learning and Educational Equity 5

tent students
. Corwin.
Meyer, A., & Rose, D. (2000). Universal design for individual differences. Educational Leadership, 
58
(3), 39–43.
Meyer, A., Rose, D., & Gordon, D. (2014). Universal design for learning: Theory and practice. 
CAST Professional Publishing.
Mithaug, D. E., Mithaug, D. K., Agran, M., Martin, J., & Wehmeyer, M. (2003). Self-determination 
learning theory: Construction, verification, and evaluation
. Lawrence Erlbaum Publishers.
Opertti, R., Walker, Z., & Zhang, Y. (2014). Inclusive education: From targeting groups and schools 
to achieving quality education as the core of EFA. In L. Florian (Ed.), The SAGE handbook of 
special education
(pp. 149–169). SAGE.
2 The Goal of the Universal Design for Learning: Development of All to Expert…

---

54
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for 
research. Frontiers in Psychology, 8, Article 422.
Perkins, D. (2014). Future wise: Educating our children for changing world. Jossey-Bass.
Perry, N. E., & Rahim, A. (2011). Studying self-regulated learning in classrooms. In B. Zimmerman 
& D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 122–136). 
Routledge/Taylor & Francis Group.
Persky, A., & Robinson, J. (2017). Moving from novice to expertise and its implications for 
instruction. American Journal of Pharmaceutical Education, 81(9), Article 6065. 
https://doi.
org/10.5688/ajpe6065
Petersen, S., & Sporns, O. (2015). Brain networks and cognitive architectures. Neuron, 88(1), 
207–219.
Piaget, J. (1973). To understand is to invent: The future of education. Grossman Publishers.
Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, 
P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic.
Posner, M., Rothbart, M., Rueda, M., & Tang, Y.-Y. (2010). Training effortless attention. In 
B. Bruya (Ed.), Effortless attention: A new perspective in the cognitive science of attention and 
action
(pp. 409–424). Massachusetts Institute of Technology.
Quent, J., Henson, R., & Greve, A. (2021). A predictive account of how novelty influences declara-
tive memory. Neurobiology of Learning and Memory, 179, 107382. 
https://doi.org/10.1016/j.
nlm.2021.107382
Quirke, M., & McCarthy, P. (2020). A conceptual framework of Universal Design for Learning 
(UDL) for the Irish further education and training sector
. Retrieved April 17, 2021, from: 
https://www.solas.ie/f/70398/x/948bcabcc4/udl- for- fet- framework.pdf
Rahman, S., Mahmud, Z., Yassin, S., Amir, R., & Ilias, K. (2010). The development of expert 
learners in the classroom. Contemporary Issues in Education Research, 3(6), 1–8.
Raley, S., Shogren, K., & McDonald, A. (2018). How to implement the self-determined learn-
ing model of instruction in inclusive general education classrooms. Teaching Exceptional 
Children, 51
(1), 62–71.
Raley, S., Shogren, K., Rifenbark, G., Thomas, K., McDonald, A., & Burke, K. (2020). 
Enhancing secondary students’ goal attainment and self-determination in general education 
mathematics classes using the self-determined learning model of instruction. Advances in 
Neurodevelopmental Disorders, 4
, 155–167.
Ramberg, J., & Watkins, A. (2020). Exploring inclusive education across Europe: Some insights 
from the European agency statistics on inclusive education. Forum for International Research 
in Education, 6
(1), 85–101.
Rao, K., Rao, M., & Ramesh, B. (2016). Predicting learning behavior of students using classifica-
tion techniques. International Journal of Computer Aplication, 139(7), 15–19.
Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci & 
R. M. Ryan (Eds.), Handbook of self-determination research (pp. 183–203). University of 
Rochester Press.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for