Inclusive Learning and Educational Equity 5

Expression of information in multiple ways
Towards UDL
Formative assessment; multiple options for performance and assessment 
activities; availability of multiple tools for performance and assessment 
activities
Comprehensive 
UDL
Assignments and assessments alignment with students’ learning profile; 
engagement in assignments and assessment activities in students own creative 
and innovative way
Executive functioning
Towards UDL
Time and workplace management; attention skills employment
Comprehensive 
UDL
Personal learning goals setting; personal learning goals accomplishment; 
feedback and assessment of learning outcomes and performance; support in 
organizing materials, resources, and tools for personal learning goals 
accomplishment
R. Nedzinskait
ė-Mačiūnienė and G. Šimienė

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Interviews with the students were based on the UDL guidelines, which focus on 
the development of strategic and goal-directed skills. Interviews with the students 
allowed for a more accurate interpretation of the observation data during the stu-
dents’ process of becoming strategic and goal directed. The interviews with the 
teachers largely focused on their experience while developing expert learners, their 
growth as expert teachers able to create favourable settings for students to develop 
their expertise, as well as the opportunities and challenges that they faced while 
organising the educational process based on the UDL strategy while developing 
strategic and goal-directed students.
The research was conducted at one Lithuanian secondary school that provides 
primary (grades 1–4) and lower secondary (grades 5–8) education programmes. The 
school has 1176 students. The study included sixth- and seventh-grade students (27 
students: 15 boys and 12 girls; two students with SEN; 12 years old) and two female 
teachers. There were two SEN students with hearing impairment (cochlear appara-
tus) and specific learning (reading/writing) disorders. Three students had experi-
enced physical, social and/or psychological trauma. There were several students of 
Slavic origin in the class. Five students were classified as gifted, and four were less 
motivated to learn.
The research context underlines that the teachers were introduced to the UDL 
strategy for the first time at the beginning of the research (cycle one), and they 
applied it throughout the entire period of the research (cycles two and three). This 
current chapter presents a generalised overview of the second and third cycles of the 
collaborative action research; the former was performed in the real settings of the 
classroom, whereas the latter was organised under COVID-19 pandemic conditions 
(i.e. the observation of distance learning).