Inclusive Learning and Educational Equity 5

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), which permits use, sharing, 
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E. Stasi
ūnaitienė and J. Navaitienė

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© The Author(s) 2021
A. Galkien
ė, O. Monkevičienė (eds.), Improving Inclusive Education through 
Universal Design for Learning
, Inclusive Learning and Educational Equity 5, 
https://doi.org/10.1007/978-3-030-80658-3_10
Chapter 10
Teaching for Diversity with UDL: 
Analysing Teacher Competence
Suvi Lakkala  and Outi Kyrö-Ämmälä 
Abstract This chapter is a description of collaborative action research on teacher 
competence in the context of inclusive education and universal design for learning 
(UDL). Our goal was to analyse what kinds of professional competencies teachers 
need when they are implementing UDL in heterogeneous classes. The action 
research was carried out as a case study together with two co-teachers and a class 
teacher, who implemented UDL in their heterogeneous classes. As a theoretical 
framework for teacher competence, we used the multidimensional adapted process 
(MAP) model of teaching, developed by Finnish researchers and teacher educators. 
We identified several teacher skills that are needed when the UDL approach is 
applied. According to our results, the most overarching necessary competence was 
the teachers’ cognitive skills. Applying UDL required the ability to flexibly trans-
form one’s own teaching and learning situations. Furthermore, the teachers’ social 
skills appeared as an important attribute as their pupils were highly heterogeneous 
with diverse needs, and the teachers needed to collaborate with many other profes-
sionals and parents. Also, each teacher’s personal orientation, such as values, beliefs 
and ethics, played a crucial role in UDL while the teachers shared a common set of 
values, striving towards inclusive education.
Keywords Action research · Inclusive education · UDL · Teacher competence · 
Teacher’s values · Teacher’s skills
S. Lakkala (
*
) · O. Kyrö-Ämmälä 
University of Lapland, Rovaniemi, Finland
e-mail:
 [e-mail]
;
 [e-mail]

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