Improving inclusive education through universal design for learning

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Knyga / Book
Language:
Anglų kalba / English
Title:
Improving inclusive education through universal design for learning
Editors:
  • Galkienė, Alvyra, redaktorius [edt]
  • Monkevičienė, Ona, redaktorius [edt]
Publication Data:
Cham : Springer, 2021.
Pages:
323 p
Series:
Inclusive learning and educational equity; 5
Notes:
Bibliografija prie straipsnių.
Contents:
Preface –Acknowledgments — Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background / Alvyra Galkienė and Ona Monkevičienė — The Goal of the Universal Design for Learning: Development of All to Expert Learners / Julita Navaitienė and Eglė Stasiūnaitienė — Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study / Ona Monkevičienė and Alvyra Galkienė — Traditional Teaching–Learning Process in the Class of Polish School Through Lens of UDL Approach / Jolanta Baran, Tamara Cierpiałowska, and Ewa Dyduch — Transformations of the Teaching–Learning Process Towards Inclusive Education as a Result of the UDL Approach Implementation / Jolanta Baran, Tamara Cierpiałowska, and Ewa Dyduch — The Use of the UDL Approach as a Factor in the Success of Inclusive Education Despite the Pandemic Period / Jolanta Baran, Tamara Cierpiałowska, and Ewa Dyduch — Development of Knowledgeable and Resourceful Learners / Alvyra Galkienė and Ona Monkevičienė — A Strategic and Goal-Directed Student: Expectations vs. Reality / Rasa Nedzinskaitė-Mačiūnienė and Gerda Šimienė — Implementing UDL: Development of Purposeful and Motivated Students / Eglė Stasiūnaitienė and Julita Navaitienė — Teaching for Diversity with UDL: Analysing Teacher Competence / Suvi Lakkala and Outi Kyrö-Ämmälä — Good Practice in Inclusive Education: Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective / Michelle Proyer, Gertraud Kremsner, and Gottfried Biewer — The Model of UDL Implementation Enabling the Development of Inclusive Education in Different Educational Contexts: Conclusions / Alvyra Galkienė and Ona Monkevičienė.
Keywords:
LT
Austrija (Austria); Suomija (Finland); Lietuva (Lithuania); Migracija / Migration; Motyvacija ugdyme / Motivation in education; Specialusis ugdymas / Special education; Studentai / Students.
Summary / Abstract:

LTReikšminiai žodžiai: Globalizacija; Migracija; Įtraukusis ugdymas; Savarankiškas mokymasis; Studentai; Motyvacija; Globalisation; Migration; Educational inclusion; Self-regulated learning; Students; Motivation.

ENThe research presented in this book links the application of the Universal Design for Learning (UDL) approach with research on possibilities for enriching the already existing educational practices of inclusive education, thus providing teachers with more tools for achieving the efficiency of education. The research was carried out in the contexts of the same aforesaid countries that participated in the research. The researchers from Vytautas Magnus University (Lithuania), the University of Vienna (Austria), the University of Lapland (Finland) and Krakow Pedagogical University (Poland), in turn, included one school that implements inclusive education in their country and is willing to develop its education system. As the educational system that is based on scientific evidence focuses on all learners’ success and provides specific guidelines for its implementation, the UDL approach was chosen for improvement of inclusive education. Before planning of the research, the group of project participants held a meeting with specialists from CAST organisation. The mission of this non-governmental organisation is “to transform education design and practice until learning has no limits”. This idea was very much in line with the goal of the project participants to search for educational methods that are favourable to the success of all learners. During the meetings of educational researchers, teachers implementing inclusive education and UDL specialists, the specifics of the UDL approach was analysed.The participants also shared ideas about implementing this approach in different educational, cultural and educational practice contexts. Later, the national teams made up their decisions regarding actualisation of the educational component and its development applying the UDL approach in the context of their own country. The group from Krakow Pedagogical University and the school “Zespol Szkol Ogolnoksztalcacych nr 9 w Krakowie” decided to enrich the process of education in the classroom. The team from Vytautas Magnus University and Vilniaus Balsių Progymnasium put emphasis on the perspective of the pupil’s becoming an expert learner. The group from the University of Lapland and the school of Aleksanteri Kenan koulu chose to focus on the problem of developing teacher competences while applying the UDL approach. The group of researchers from the University of Vienna and teachers from Schulzentrum Donaustadt arrived at a decision to re-interpret the educational system applied in the school in the context of the UDL approach, as well as to identify the areas to be improved in the educational system and to distinguish the elements of UDL to be developed, seeking to better apply this approach in various educational contexts. The method of action research, which is considered to be favourable for the analysis and development of existing practices, was chosen for this research. [From the Preface]

DOI:
10.1007/978-3-030-80658-3
ISBN:
9783030806583
Subject:
Edukologija / Education
Parts:
Permalink:
https://www.lituanistika.lt/content/94651
Updated:
2022-04-30 20:55:48
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