Inclusive Learning and Educational Equity 5

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© The Author(s) 2021
A. Galkien
ė, O. Monkevičienė (eds.), Improving Inclusive Education through 
Universal Design for Learning
, Inclusive Learning and Educational Equity 5, 
https://doi.org/10.1007/978-3-030-80658-3_5
Chapter 5
Transformations of the Teaching–Learning 
Process Towards Inclusive Education 
as a Result of the UDL Approach 
Implementation
Jolanta Baran , Tamara Cierpiałowska , and Ewa Dyduch 
Abstract This chapter discusses the assumptions, implementation and deliverables 
of an action research project in a selected Polish class of integrated form. The main 
objective of the project was to trigger changes in the learning–teaching process 
based on the Universal Design for Learning (UDL) approach and thus promote 
inclusive education. The action research lasted one school semester. The empirical 
data, mainly qualitative, triangulating various sources of information and synthesis-
ing perspectives, were used to identify specific topics and threads identified in the 
gathered inputs, to present it in an orchestrated manner and to interpret it. It has 
been indicated that UDL approach implementation has a positive impact on the 
course of the teaching–learning process and optimises it to enhance the activity, 
commitment, self-reliance and responsibility of students and develops their coop-
eration, which breeds inclusion in education. Meanwhile, it stimulates teachers to 
change their mindset with a view to the essence of success in education and supports 
their daily practice.
Keywords Transformation of education · Universal Design for Learning · 
Teaching–learning process · Inclusive education
J. Baran (
*
) · T. Cierpia
łowska · E. Dyduch 
Pedagogical University of Krakow, Krakow, Poland
e-mail:
 [e-mail]
;
 [e-mail]
;
 
[e-mail]

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