Inclusive Learning and Educational Equity 5

Table 11.3 Selected barriers to learning identified by parents (random order, aspects mentioned 
more than once in bold)
Hindrances to learning
1. Lacking Concentration
2. Language barriers
3. Dyslexia
4. Noise
5. Lacking interest
6. Lacking impulse-control
7. Lacking structure in school
8. Learning disability
9. Not interested in school, wants to work
10. Spelling
11. Structure vs. Chaos
12. Self-organization
13. Inability to learn
14. Little stamina
15. ADHD
M. Proyer et al.

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using appropriate support material were also described as being relevant. Among 
others, the following were mentioned:
1. PC, cell phone.
2. Many writing exercises.
3. Organization: Lesson plans, clutter-free table, specific piles.
During the discussion with the students, it became quite obvious that reflections 
on learning were nothing new for them and that they seemed quite aware of what 
was needed. At the time of writing, further analysis into the overlap of the 
Picture 11.1 Data collection with students 1
Picture 11.2 Data collection with students 2
11 Good Practice in Inclusive Education: Participatory Reinterpretation of Already…

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implementation of UDL and children’s voices is still ongoing, but points to the rel-
evance of democratic learning. This resonates with elaborations on holistic 
approaches that will be described in greater detail below (see Fig. 
11.6
).
 Results
UDL enabled the questioning as well as the enhanced development of already estab-
lished teaching practices in the given research context. Indeed, the mere introduc-
tion of the concept of UDL sparked a lively debate among the team of teachers (see 
Fig. 
11.3
). Examples will be used below to elaborate on the findings of the introduc-
tion and reflection process, applying UDL as related to the research questions. 
Considering that this research focuses on a reassessment or reinterpretation of 
already existing good practices, some of these practices (which were observed and 
discussed with the practitioner-researchers) will be expanded on below.
In order to elaborate on how existing practices in inclusive education can be 
reinterpreted under a UDL perspective
, the following two examples will now be 
analyzed in greater depth. These teaching practices were identified by teachers 
when asked to nominate the most relevant and characteristic practices at SZD and 
were also identified as such during the observation phases. The following sketches 
of classroom settings were derived from observations that took place in early 
November 2019 (Figs. 
11.4
 and 
11.5
):