Inclusive Learning and Educational Equity 5

THE STUDENT’S BECOMING
RESOURCEFUL AND 
KNOWLEDGEABLE
Actively perceiving student
Identification and choice of the 
modality to receive information
that is most efficient for own 
perception
Management of emotional 
processes of perception
Self-directed student
Self-directed discovery of 
meaning and creation of own 
knowledge by employing 
multimodal ways of information 
receiving 
Self-directed checking and 
correction of completed 
assignment 
TEACHER’S 
DISPOSITION
Belief that 
every pupil 
can become 
an 
expert 
leaner
FACTORS IN 
CHANGING 
TEACHER’S 
DISPOSITION
TRANSFORMATION OF 
INCLUSIVE 
EDUCATION PROCESS AS A 
PREREQUISITE FOR BUILDING 
ABILITIES OF EXPERT LEARNER
FACTORS THAT INCREASE INCLUSION 
Teacher-mastered ways to convey 
information in different modalities in 
the real and virtual environment 
Teacher-used strategies, knowledge 
organisers, scaffolds, means that 
encourage reorganisation of 
information 
Transfer from information 
conveyance to moderating the 
process of self-directed 
understanding
Grouping of students that promotes 
peer learning 
Use of gamisation strategies
Contextualisation of common 
knowledge through personal 
experience
Use of tools for reflecting own 
comprehension
Student constructing own deep 
comprehension
Use of cognitive strategies, 
models knowledge organizer 
and scaffolds for reorganisation 
and links of information
Perception and creation of new 
ideas
Identification of procedural and 
content information
Change in 
disposition 
while acting 
and observing 
the results of 
pupil’s 
becoming 
resourceful and 
knowledgeable 
Disposition-
changing group 
reflections of 
learning 
process 
BARRIERS
Selective perception of information 
due to lack of scaffolding
Existence of unidentified latent 
barriers
Environmental factors that influence 
the teacher’s disposition and raise 
concern
Lack of ways of learning that promote 
self-esteem
OVERCOMING BARRIERS
Identification of barriers in group 
reflections
Creation of emotional background for 
comprehension
Freedom for expression of character 
in the learning process
Application of universal education 
methods
Assurance of equal collaboration in a 
heterogenous group
Evaluation of achievements that 
stimulates comprehension