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Improving Inclusive Education Through Universal Design for Learning.

Bibliographic Details
Main Author: Galkiene, Alvyra.
Other Authors: Monkeviciene, Ona.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2021.
Edition:1st ed.
Series:Inclusive Learning and Educational Equity Series
Subjects:
Electronic books.
Online Access:Click to View
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.

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