Inclusive Learning and Educational Equity 5

Confidence-Based Collaborative Environment in the Processes of Overcoming 
Barriers
The application of UDL in the process of learning encourages the creation 
of relations that are based on confidence and mutual support. Such relationships 
enhance the equal participation of all students and become a scaffold for the percep-
tion and application of knowledge. The research results revealed that the freedom of 
thought expression of a student with special educational needs is strongly influ-
enced by a clear feeling of interpersonal confidence, which neutralises the fear of 
making mistakes and ensures the status of a full member.
UDL embraces the possibility of employing different ways for a collaborating 
student to receive and share necessary information with others. The tasks that are 
integrated into the contexts close to the students enable their understanding of 
knowledge adaptability and its free use.
In the observed lesson, the Lithuanian teacher used the method ‘Carrousel’ to 
consolidate the students’ knowledge of active participles. The students formed 
teams of four members. Each team sits at separate desks. Different tasks oriented 
towards the lesson goal are put on every desk. The tasks are performed in stages. A 
leader is appointed for every stage. In such a way, every student is provided with 
opportunities to be a leader of learning activity. Five minutes were assigned to one 
task. After five minutes, the teams write down an evaluation of the work of the 
leader and the whole team on the instruction sheet and change their place sitting 
down to another desk to perform another task.
A. Galkien
ė and O. Monkevičienė

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Vaida is the leader of the first assignment in Tomotiejus’ team. Tomotiejus is the 
leader of the last stage of assignment. The students at the first desk clarified the suf-
fixes of the participles and searched for information in the textbook. Timotiejus 
does not express his opinion. He joins the team, only providing feedback on their 
work. The team moves to another desk. The leader of the stage changes, and Marija 
becomes one this time. She encourages Timotiejus to engage in the activity.
Marija: Timotiejus, help us, too. How do passives look to you?
Timotiejus: These are passives.
Timotiejus expresses his opinion and divides participles into active and passive ones, show-
ing where they have to be written down. When teams move to another desk, the task is 
to create an advertising slogan using passive participles.
Vaida: We want to create a slogan about shampoo …, it washes your hair well and is easily 
rinsable.
Timotiejus hardly joins this creative activity but he reads the text. When the team moves to 
one more desk, Timotiejus becomes the leader of the assignment to demonstrate passive