Inclusive Learning and Educational Equity 5

Self-directed Checking and Correction of Completed Work Using Tools of 
Distance Learning Platforms
The self-directed distance learning of students was 
significantly enhanced by the platform Google Classroom used by the teacher. 
Reflecting on the possibilities of distance learning, the teacher explained, ‘I discov-
ered this Google Classroom. Everything is convenient here—corrections of chil-
dren’s works and comments, which are visible to them. And they can correct and 
send back
’ (Reflection with teachers, 2). The students’ reflections showed that the 
Liveworksheets exercises were helpful to them, especially when the online exer-
cises were assigned to them according to their level. After completion, a student can 
look through the exercise. As mistakes are shown automatically, a student can redo 
the task until the result satisfies them and then send it to the teacher for evaluation. 
This is how their self-directed learning occurs, and as expert learners, they are able 
to reflect on it. Grit
ė indicated, ‘While learning, I really like to do assignments on 
Liveworksheets because you complete them and know your mistakes
’ (Reflection 
with students, 38).
Constructing Deep Personal Comprehension: Grasping Patterns and Using 
Knowledge Organisers and Scaffolding
Students’ deep understanding is con-
structed by restructuring the received information and linking it with their previous 
knowledge, changing the ways and perspectives of information reflection, envisag-
ing new ideas and meanings and understanding the separate parts and the whole. 
Knowledge organisers and scaffolding applied in the context of inclusive education 
help every learner to construct deeper personal knowledge.
7 Development of Knowledgeable and Resourceful Learners

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