Inclusive Learning and Educational Equity 5

Fig. 7.3 A maturating attitude towards the development of a knowledgeable and resourceful 
expert learner by applying the UDL principles
A. Galkien
ė and O. Monkevičienė

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ciation. ... You can switch on all the tools for checking spelling while writing.
(The interview 
with teachers, 3)
The personal strength (Fig. 
7.3
) of teacher Goda, who underwent an evolution-
ary change in her attitudes, was the promotion of her students’ self-directed learn-
ing. Applying the UDL approach encouraged the teacher to place less accent on the 
special pedagogue’s (who worked in a separate office) individual support of stu-
dents and to create an environment that includes every student in the process of 
co-learning by providing the possibility to search and make one’s own choices on 
how to learn.
Teacher Goda: I had always encouraged my students to learn independently, but I used to 
do that in a more elementary way. And here I went through evolution. I started observing 
every student more attentively—how they search for information, what and why they choose 
and what suits them best. I look at the students who experience difficulties with even more 
attention now. I provide them with more help now. ... Inclusion in my classroom turned into 
deeper one. Better considerations and planning of higher level. ... I apply the majority of 
UDL principles that educate every student as a learning expert as the basis of inclusion.
(The interview with teachers, 3)
Generalising, it can be stated that the action research study targeted at develop-
ing a knowledgeable and resourceful expert learner with the help of UDL principles 
encouraged teachers to look more attentively at the differences between and possi-
bilities of students with different needs and helped them to search for multiple 
means of information representation. The evolutionary or breakthrough paths for 
changes in the teachers’ attitudes and practices were predetermined by conditions 
such as teachers’ personal experience and school context.