Inclusive Learning and Educational Equity 5

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1 Preconditions of Transforming the Educational Process by Applying Inclusive…

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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_2
Chapter 2
The Goal of the Universal Design 
for Learning: Development of All to Expert 
Learners
Julita Navaitien
ė and Eglė Stasiūnaitienė 
Abstract Over the past 10 years, every learner’s ability to achieve the highest level 
of learning success has become quite an important topic. The Universal Design for 
Learning (UDL) sets a goal to allow all learners to achieve their optimal learning 
experience that matches inclusive education. Learners who can assess their own 
learning needs set their personal learning goals, and monitor their progress are 
termed the expert learners (McDowell. Developing expert learners: a roadmap for 
growing confident and competent students. Corwin, 2019). This chapter focuses on 
theoretical backgrounds for expert learners’ paradigm. It starts from fundamental 
constructivist theories and moves towards the theory of self-regulation and cogni-
tive neuroscience approach. It concentrates on the theory of self-determination, 
which, in our opinion, validates in the best way the nature of the expert learners’ 
development. Implementation of the Universal Design for Learning allows all learn-
ers to access, participate in, and progress in the general-education curriculum. This 
chapter presents the specific profile of the expert learners covering their main char-
acteristics and qualities and revealing the essence of the UDL framework. Educators 
could use the profile as the educational guidelines conductive to understand how the 
process of becoming the expert learner proceeds.