The Model of UDL Implementation Enabling the Development of Inclusive Education in Different Educational Contexts: Conclusions

Alvyra Galkienė,Ona Monkevičienė

doi:10.1007/978-3-030-80658-3_12

Abstract

AbstractThis chapter presents the conclusions of research carried out by Polish, Lithuanian, Finnish, and Austrian researchers, aimed at providing an answer to the question of ‘How the implementation of Universal Design for Learning (UDL) enriches the practices of inclusive education in different educational contexts.’ The summary of the research results is followed by a model of the application of the UDL approach for the development of inclusive education. In the model, the UDL approach is presented as an approach of transforming the process of education and strengthening teacher inclusive attitudes, as a prerequisite for the pupil’s becoming an expert learner, a means for mobilizing the school community, a tool for reflecting teacher competences, and a new perspective for re-interpreting educational practices. The UDL application model is valuable in terms of developing inclusive education practices, as it allows us to see barriers to pupil education as well as relevant directions for improving education in any educational and cultural context.

Highlights

This chapter presents the conclusions of research carried out by Polish, Lithuanian, Finnish, and Austrian researchers, aimed at providing an answer to the question of ‘How the implementation of Universal Design for Learning (UDL) enriches the practices of inclusive education in different educational contexts.’
The UDL approach is presented as an approach of transforming the process of education and strengthening teacher inclusive attitudes, as a prerequisite for the pupil’s becoming an expert learner, a means for mobilizing the school community, a tool for reflecting teacher competences, and a new perspective for re-interpreting educational practices
The UDL application model is valuable in terms of developing inclusive education practices, as it allows us to see barriers to pupil education as well as relevant directions for improving education in any educational and cultural context

Summary

Introduction

We present the conclusions of research carried out by Polish, Lithuanian, Finnish, and Austrian researchers, aimed at providing an answer to the question of ‘How the implementation of Universal Design for Learning (UDL) enriches the practices of inclusive education in different educational contexts.’ The summary of the research results is followed by a model of the application of the UDL approach for the development of inclusive education. The action research in the Lithuanian school showed that before the start of the research project, some doubts about the possibilities of applying the UDL approach and disbelief in the powers of certain pupils to become expert learners impeded the identification of barriers and modelling of efficient practices.

Results

Conclusion