Inclusive Learning and Educational Equity 5

4.4 Discussion and Conclusions: What Is Worth Doing
The presented results reflected using the UDL approach lenses indicated some 
important barriers for transformations towards inclusive education (see Fig. 
4.1
). 
The first one was called teachers’ and students’ perception of diversity in the class-
room and the origins of educational difficulties
and was highlighted by showing the 
way the teachers worked with students at different levels of functioning. The 
research was started with a survey, whose findings indicated that students from the 
class were a team that varied in terms of individual and special educational needs, 
motivation and learning style, as well as manifested interests. They were also found 
to vary in terms of their motivation to learn, skills, learning styles and interests. It 
turned out that among them there were students with primarily artistic interests 
KEY FINDINGS:
Students are aware of the low
level of their own commitment
to learning and skills, but they
fully accept this state
KEY FINDINGS:

Teachers and students recognise a number of
barriers to and even they prevent changes to
the teaching-learning process

Students like school
KEY FINDINGS:

Students work with other
students, but not with everyone
- They cooperate willingly only
to those they like

They understand cooperation
with the teacher as a sub-
management of his/her
commands

Students expect from the
teacher a leadership role
KEY FINDINGS:

Teachers identify a student's
strengths and weaknesses, but
they focus more on student