Improving Inclusive Education through Universal Design for Learning (Inclusive Learning and Educational Equity, 5)

✍ Scribed by Alvyra Galkiene (editor), Ona Monkeviciene (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 334
• Category: Library

✦ Synopsis

This open access international scientific study provides an analysis of how the educational strategy of Universal Design for Learning can stimulate the process of inclusive education in different educational-cultural contexts and different areas of the educational system. The findings of the research deepen the conception of inclusive education and present an analysis of factors that are significant for developing the educational system as well as providing evidence-based recommendations for educational practice.

The research for this work was done in four European countries with various historical-cultural contexts: Lithuania and Poland underwent a transformation of the educational systems at the turning point in their political system, shifting from a strictly centralized Soviet policy to a liberal and democratic education system; Austria has experienced changes in social stratification and a need for cultural harmonisation arising from active national migration processes, whereas Finland has been gradually developing a socio-democratic model of national welfare. The analysis of the educational processes in the four countries has been performed using a qualitative action research method. The researchers, in cooperation with the teachers from the selected schools in their country, have implemented the strategy of Universal Design for Learning and assessed its transformation indicators in terms of the quality of inclusive education components.

✦ Table of Contents

Improving Inclusive Education through Universal Design for Learning
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