Improving Inclusive Education Through Universal Design for Learning.
- 1 online resource (334 pages)
- Inclusive Learning and Educational Equity Ser. ; v.5 .
Intro -- Series Editor's Preface -- Preface -- Acknowledgments -- Contents -- Contributors -- Chapter 1: Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background -- 1.1 Transformational Aspects of Inclusive Education -- 1.2 Universal Design for Learning as a New Phenomenon in European Education -- 1.3 The Formation of the Conception of Students' Uniqueness in the UDL Context -- 1.4 Conceptualisation of Education Differentiation in the UDL Conception -- 1.5 Transformation of Educational Goals in the Contexts of Traditional Education and UDL -- 1.6 The Construct of UDL Approach Implementation -- 1.7 The Concept of Successful Learning in UDL Approach -- 1.8 Generalisation: Universal Design for Learning in the Context of Traditional Education -- References -- Chapter 2: The Goal of the Universal Design for Learning: Development of All to Expert Learners -- 2.1 Why Expert Learners? -- 2.2 Theoretical Basis for Expert Learners' Development -- 2.3 Characteristics of Expert Learners in the Context of Inclusive Education -- 2.4 Profile of Expert Learners Based on the UDL -- 2.5 Discussion and Conclusions -- Appendix: Qualities of Expert Learners -- References -- Chapter 3: Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study -- 3.1 Theoretical Perspective of the Research -- 3.2 Methodological Approach of the Participatory and Collaborative Action Research -- 3.3 Cycles of Action Research -- 3.4 Research Methods -- 3.5 Quality and Validity of Action Research -- References -- Chapter 4: Traditional Teaching-Learning Process in the Class of Polish School Through Lens of UDL Approach -- 4.1 Introduction: Realities and Challenges of Contemporary School Education in Poland. 4.2 Methodological Assumptions on Teaching-Learning Process Analysis Through the Lens of UDL Implementation -- 4.3 Teaching-Learning Process in an Integrated Class: Analysis of Teachers' and Students' Roles and Activities Through the Lens of the UDL Approach -- Teachers' and Students' Perception of Diversity in the Classroom and the Origins of Educational Difficulties -- Differentiating Learning Environment (Methods, Sources of Knowledge, Educational Resources) by Teachers for Achieving the Lesson Goals by Students -- The Experience of Students-Students and Teacher-Students Collaboration -- Barriers vs. Strengths that Might Support Transformation of the Teaching-Learning Process in the Class Through Implementation of the UDL Approach Towards Inclusive Education -- Students' Attitude to the School and Their Duties -- 4.4 Discussion and Conclusions: What Is Worth Doing -- References -- Chapter 5: Transformations of the Teaching-Learning Process Towards Inclusive Education as a Result of the UDL Approach Implementation -- 5.1 Introduction: The Theoretical Background for Changes in the Teaching-Learning Process Through Implementing the UDL Approach in the Integrated Class in Poland -- 5.2 Research on How the Teaching-Learning Process Changes in Implementation of the UDL Approach: The Example of One Integrated Class in Poland -- Perception of the Change Value -- Identification of Factors Conducive to UDL Approach Implementation -- Identification of Barriers Preventing Change and Striving to Overcome Them -- 5.3 Changes in Teachers' and Students' Perception and Reflection in Teaching-Learning Process of Inclusive Education by Implementation of the UDL Approach -- 5.4 Discussion and Conclusions: Teaching-Learning Process Changes Towards Inclusive Education Under Implementation of UDL Approach -- References. Chapter 6: The Use of the UDL Approach as a Factor in the Success of Inclusive Education Despite the Pandemic Period -- 6.1 Introduction: Education in the Pandemic Period-Risks and Opportunities for Changing the Teaching-Learning Process -- 6.2 Research on the Experiencing of UDL Approach Implementation in Online Education During the Pandemic -- Application of UDL Methods in Distance Education -- Positive Impact of Previous Experience with the UDL Approach on Online Education -- Reasons for the Limited UDL Approach Implementation Under the Online Teaching System -- 6.3 Discussion and Conclusions: New Experiences in the Teaching-Learning Process Under Implementation of UDL Approach in Online Education as Steps Towards Inclusive Education -- References -- Chapter 7: Development of Knowledgeable and Resourceful Learners -- 7.1 Introduction -- 7.2 Methodological Approach of the Research -- 7.3 Collaborative Action Research: Processes of Evolutionary and Breakthrough Change -- 7.4 Educational Practices of Students' Becoming Knowledgeable and Resourceful Expert Learners -- 7.5 Overcoming Learning Barriers While Becoming a Knowledgeable and Resourceful Student -- 7.6 Discussion and Conclusions: Links of Inclusive Education Factors to Resourceful and Knowledgeable Learners -- References -- Chapter 8: A Strategic and Goal-Directed Student: Expectations vs. Reality -- 8.1 Introduction -- 8.2 Methodological Underpinnings of Collaborative Action Research -- 8.3 How Do Expectations Become Reality? -- 8.4 Discussion and Conclusions: Developing a Strategic and Goal-Oriented Student -- References -- Chapter 9: Implementing UDL: Development of Purposeful and Motivated Students -- 9.1 Introduction -- 9.2 Methodological Underpinnings of the Research -- 9.3 What Does it Mean to Be an 'Interested Learner'? -- 9.4 Maintaining the Learner's Interest. 9.5 Developing Effort and Persistence -- 9.6 Creating Preconditions for the Learner's Effort and Persistence -- 9.7 Supporting Self-directed Learning -- 9.8 Strengthening Students' Self-regulation -- 9.9 Discussion and Conclusions -- References -- Chapter 10: Teaching for Diversity with UDL: Analysing Teacher Competence -- 10.1 Introduction -- 10.2 UDL and Teacher Competence in MAP Model -- 10.3 The Collaborative Action Research Rationale -- 10.4 The Finnish Case - UDL Principles in Terms of Teacher Competence -- The Co-teachers Create a Safe and Motivating Learning Environment -- The Teachers' Develop Their Pedagogical Practices -- The Teachers Enable Their Pupils' Actions by Managing Their Teaching Through Multi-professional Team -- 10.5 Discussion and Conclusions -- Appendices -- Appendix 10.1: 'This Is What I Am as a Learner' Self-Assessment Form -- Appendix 10.2: The Tables of Correlation (Tables 10.2, 10.4 and 10.5) -- References -- Chapter 11: Good Practice in Inclusive Education: Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective -- 11.1 Introduction: UDL from an Established Pedagogical Perspective -- History and Present of the Austrian Education System with a Focus on Schooling for Children with Special Educational Needs and a (Forced) Migratory Background -- Schulzentrum Donaustadt: The Institutional Development of the School -- Methods of Collaborative and Individualized or Diversified Instruction at SZD -- 11.2 Methodology and Database -- (Critical) Participatory Action Research Cycles -- Data Material -- Constructivist Grounded Theory -- Research Ethics -- 11.3 Research Process, Results, and Discussion -- Applying Participatory Action Research to Reassess Teaching Practices -- Results -- Discussion of Findings and Conclusions -- References. Chapter 12: The Model of UDL Implementation Enabling the Development of Inclusive Education in Different Educational Contexts: Conclusions.