Traditional Teaching–Learning Process in the Class of Polish School Through Lens of UDL Approach

Jolanta Baran,Ewa Dyduch,Tamara Cierpiałowska

doi:10.1007/978-3-030-80658-3_4

Jolanta Baran, Ewa Dyduch + Show 1 more

Open Access

https://doi.org/10.1007/978-3-030-80658-3_4

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Publication Date: Jan 1, 2021
Citations: 1	License type: CC BY 4.0

Affiliation: Pedagogical University of Kraków

Abstract

AbstractEducation researchers have long advocated modifications to the teaching–learning process in order to make the school a more inclusive space and conducive to individual and group development of students with diverse (including special) educational needs. This is to develop competences, skills and values that will allow students to better prepare for adult life in a rapidly changing world. This demand is not new and is not only a demand but refers to reforming the education process. In Poland, for many years the schools have been undergoing dynamic changes in many different dimensions, partly because of facilitating students with special needs. In the considerations of education researchers, as well as in the daily educational practice of teachers, the question arises as to what should be done to optimise the teaching–learning process and how. One possible idea for such optimisation is to implement the Universal Design for Learning (UDL) approach. The purpose of this chapter is to seek an answer to the question of to what extent the reality of the Polish schools corresponds to the principles of the UDL. An analysis of the traditional learning process through the UDL lens has identified those areas in which UDL approach solutions are provided and also where it is worthwhile to implement them.

Highlights

Realities and Challenges of Contemporary School Education in PolandInclusion as a promoted system of education is not yet fully implemented in Poland
The Ministry of Education is working on a project to transform existing education into inclusive education, which is still scheduled for public consultation
We have found the Universal Design for Learning (UDL) approach to be an excellent way to make a difference in the learning process and to take a step towards inclusive education, since the basic principles of this approach provide an opportunity to organise high-quality, inclusive education that meets the diverse needs of all students

Summary

Introduction

Inclusion as a promoted system of education is not yet fully implemented in Poland. The Ministry of Education is working on a project to transform existing education into inclusive education, which is still scheduled for public consultation. The teacher is assigned a leading role They carry out planned and systematic work with students and its effect, in the traditional sense, is to ‘master the messages, skills and habits recommended by the curriculum’ (Kupisiewicz & Kupisiewicz, 2009, 110). It is considered that the most effective education method is, an eclectic method, activating all the senses of the learners, as well as requiring them to combine the previously acquired knowledge with new content and experience in solving a particular case or problem (Silberman, 2005) Such conditions, due to the diverse students, meet the UDL approach, as was already mentioned. The UDL approach respects such roles and helps in their development (see Chap. 1)

Methodological Assumptions on Teaching–Learning Process Analysis Through the Lens of UDL Implementation

Synthetic description of the actions taken in this cycle

Teaching–Learning Process in an Integrated Class

Discussion and Conclusions