Inclusive Learning and Educational Equity 5

Development of All to Expert Learners  . . . . . . . . . . . . . . . . . . . . . . . . 23
Julita Navaitien
ė and Eglė Stasiūnaitienė
 3 
Theoretical and Methodological Validation of the Action
Research: Methodology of the Scientific Study . . . . . . . . . . . . . . . . . . 59
Ona Monkevi
čienė and Alvyra Galkienė
 4 
Traditional Teaching–Learning Process in the Class
of Polish School Through Lens of UDL Approach . . . . . . . . . . . . . . . . 71
Jolanta Baran, Tamara Cierpia
łowska, and Ewa Dyduch
 5 
Transformations of the Teaching–Learning Process
Towards Inclusive Education as a Result
of the UDL Approach Implementation . . . . . . . . . . . . . . . . . . . . . . . . . 95
Jolanta Baran, Tamara Cierpia
łowska, and Ewa Dyduch
 6 
The Use of the UDL Approach as a Factor in the Success
of Inclusive Education Despite the Pandemic Period  . . . . . . . . . . . . . 119
Jolanta Baran, Tamara Cierpia
łowska, and Ewa Dyduch
 7 
Development of Knowledgeable and Resourceful Learners . . . . . . . . 145
Alvyra Galkien
ė and Ona Monkevičienė
 8 
A Strategic and Goal-Directed Student:
Expectations vs. Reality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Rasa Nedzinskait
ė-Mačiūnienė and Gerda Šimienė

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xii
 9 
Implementing UDL: Development of Purposeful
and Motivated Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Egl
ė Stasiūnaitienė and Julita Navaitienė
 10 Teaching for Diversity with UDL:
Analysing Teacher Competence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Suvi Lakkala and Outi Kyrö-Ämmälä