Inclusive Learning and Educational Equity 5

learning conditions for all learners. UDL provides a possible answer and provides strate-
M. Proyer et al.

---

307
gies, methods, and tools to strengthen the competences of students. This approach facili-
tates reflection on teaching goals and their adaption to enable successful learning.
Sabine referred to UDL’s potential to “support each student at their specific 
stage.” The importance of individual decision-making and the responsibility of stu-
dents for their own learning was emphasized and described as having an impact on 
the assortment and choice of preferred learning tools. The focus on strengths and the 
need for constant reflection with students and colleagues was also stressed. Students 
are assigned a vital role in the decision-making process of what kind of learning 
environments are provided. So, they are not only provided with support to become 
more self-aware and conscious decision-makers in terms of how they wish to learn 
and organize themselves, but they themselves are also involved in what is provided 
in the first place. Gerti summarized this as follows: “At the core lies the self- 
regulated responsibility of students for their learning and the provision of learning 
tools.” This extends beyond the UDL idea of providing for specific learning types, 
as the students appear as actors who actively take part in shaping the discourse of 
the provision of proper learning environments. The need for differentiation when 
planning a lesson was highlighted when Gerti remarked: “The orientation toward 
strengthening children helps to differentiate aim, content and method.” Hanna 
pointed out the need to “understand the levels of diversity of each child” by getting 
to know each child well and by continuing to reflect with them in order to provide 
an adequate learning environment. Her approach to a specific topic was shaped by 
the following: “By considering the individual peculiarities of each child, they expe-
rience my mindfulness which again sparks their self-organized learning.” This pro-
cess is fueled through: “ongoing reflection with the children which is how I learn to 
consider their strengths and what poses barriers to their learning.” This posits a 
possible answer to the research question related to how practices can be developed 
to become more child-centered.
The above also shows that the reflection processes that arose as a result of this 
research project served not only to generate ideas as to how best to provide appro-
priate learning environments. These reflection processes also contributed to 
strengthening or at the very least reviving the communication between teachers and 
students. This aspect is expanded upon in the following section, which embeds the 
findings of the study in the broader context of understanding how the introduction 
of UDL principles has sparked an ongoing discourse in the context of school devel-
opment with respect to which principles can be taken advantage of to enable the 
localized implementation of more sustainable school development practices in 
order to further inclusive education practices.