Inclusive Learning and Educational Equity 5

Learning, 34
(3), 254–276. 
https://doi.org/10.1111/1467- 9604.12261
.
Griful-Freixenet, J., Struyven, K., Vantieghem, W., & Gheyssens, E. (2020). Exploring the inter-
relationship between Universal design for learning (udl) and differentiated instruction (DI): 
A systematic review. Educational Research Review, 29. 
https://doi.org/10.1016/j.edurev. 
2019.100306
.
Gronseth, S. L., Michela, E., & Ugwu, L. O. (2020). Designing for diverse learners. In J. K. McDonald 
& R. E. West (Eds.), Design for learning: principles, processes, and praxis. EdTech Books. 
https://edtechbooks.org/id/designing_for_diverse_learners
. Accessed 6 Apr 2021.
Hartmann, E. (2015). Universal design for learning (UDL) and learners with severe support needs. 
International Journal of Whole Schooling, 11
(1), 54–67.
Houston, L. (2018). Efficient strategies for integrating universal design for learning in the online 
classroom. Journal of Educators Online, 15(3), 3.
Insuasty, E. A., & Jaime Osorio, M. F. (2020). Transforming pedagogical practices through col-
laborative work. Profile: Issues in Teachers’ Professional Development, 22(2), 65–78. 
https://
doi.org/10.15446/profile.v22n2.80289
.
Kim, D., Lee, I. H., & Park, J. H. (2019). Latent class analysis of non-formal learners’ self-directed 
learning patterns in open educational resource repositories. British Journal of Educational 
Technology, 50
(6), 3420–3436. 
https://doi.org/10.1111/bjet.12746
.
Koc, S. E. (2019). The relationship between emotional intelligence, self-directed learning readi-
ness and achievement. International Online Journal of Education and Teaching (IOJET), 6(3), 
678–694. 
http://iojet.org/index.php/IOJET/article/view/568
. Accessed 8 May 2020.
A. Galkien
ė and O. Monkevičienė

---

185
Lasfeto, D. B., & Ulfa, S. (2020). The relationship between self-directed learning and students’ 
social interaction in the online learning environment. Journal of E-Learning and Knowledge 
Society, 16
(2), 34–41. 
https://doi.org/10.20368/1971- 8829/1135078
.
Maniu
šis, M. (2018). Mokinių kritinio mąstymo gebėjimų ugdymas dirbant su istoriniais šaltiniais 
Lietuvoje ir u
žsienyje (Development of students’ critical thinking skills in the work with his-
torical sources in Lithuania and abroad). Istorija: mokslo darbai= History. Vilnius: Lietuvos 
edukologijos universitetas, 11(3).
Marton, F., & Saljo, R. (2008). Deep and surface approaches to learning. Sweden: University of 
Gothenburg.
Mayer, J. D., Salovey, P., Caruso, D. R., & Cherkasskiy, L. (2011). Chapter 26. Emotional intel-
ligence. In R. Stenberg & S. Kaufman (Eds.), The handbook of intelligence (pp. 528–549). 
Cambridge.
Meier, B. S., & Rossi, K. A. (2020). Removing instructional barriers with UDL. Kappa Delta Pi 
Record, 56
(2), 82–88. 
https://doi.org/10.1080/00228958.2020.1729639
.
Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learn-
ing (UDL) to a high school reading comprehension program. Preventing School Failure: 
Alternative Education for Children and Youth, 52
(2), 21–30.
Mertler, C. A. (2019). Introduction to educational research (2nd ed.). SAGE Publications.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. 
Wakefield MA: CAST.
Moore, B., Smith, C., Boardman, A., & Ferrell, A. (2020). Using video self-reflection to support 
collaborative learning for students with learning disabilities. Teaching Exceptional Children, 
53
(1), 52–59. 
https://doi.org/10.1177/0040059920901860
.
Morocco, C. C., Hindin, A., Mata-Aguilar, C., & Clark-chiarelli, N. (2001). Building a deep under-
standing of literature with middle-grade students with learning disabilities. Learning Disability