Improving inclusive education through universal design for learning

Improving inclusive education through universal design for learning / Alvyra Galkienė, Ona Monkevičienė, editors.

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 researc...

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Bibliographic Details
Other Authors: Galkienė, Alvyra (Editor), Monkevičienė, Ona (Editor)
Format: eBook
Language:English
Published: Cham, Switzerland : Springer, 2021.
Series:Inclusive learning and educational equity ; v. 5.
Subjects:
Inclusive education.
Teaching.
Inclusive education
Teaching
Online Access:Click for online access
Table of Contents:
  • Preface
  • Chapter 1. Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background (Alvyra Galkiençe and Ona Monkeviéciençe)
  • Chapter 2. The Goal of the Universal Design for Learning: Development of All to the Expert Leaners (Julita Navaitiençe and Eglçe Stasiūnaitiençe)
  • Chapter 3. Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study (Ona Monkeviéciençe and Alvyra Galkiençe)
  • Chapter 4. Traditional Teaching-Learning Process in the Class of Polish School through Lens of UDL Approach (Jolanta Baran, Tamara Cierpiałowska and Ewa Dyduch)
  • Chapter 5. The transformations of the teaching-learning process towards inclusive education as a result of the UDL approach implementation (Jolanta Baran, Tamara Cierpiałowska and Ewa Dyduch)
  • Chapter 6. The use of the UDL approach as a factor in the success of inclusive education despite the pandemic period (Jolanta Baran, Tamara Cierpia±owska and Ewa Dyduch)
  • Chapter 7. Development of Knowledgeable and Resourceful Learners (Alvyra Galkiençe and Ona Monkeviéciençe)
  • Chapter 8. A Strategic and Goal-Directed Student: Expectations vs. Reality (Rasa Nedzinskaitçe-Maéciūniençe and Gerda éSimiençe)
  • Chapter 9. Implementing UDL: Development of Purposeful and Motivated Students (Eglçe Stasiūnaitiençe and Julita Navaitiençe)
  • Chapter 10. Teaching for Diversity with UDL: Analysing Teacher Competence (Suvi Lakkala, Outi Kyrö-Ämmälä)
  • Chapter 11. Good practice in inclusive education: Participatory reinterpretation of already existing elaborate classroom practices under a UDL perspective (Michelle Proyer, Gertraud Kremsner and Gottfried Biewer)
  • Chapter 12. The Model of UDL Implementation Enabling the Development of Inclusive Education in Different Educational Contexts: ConclusionsAlvyra Galkienė and Ona Monkevičienė.

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