Improving Inclusive Education through Universal Design for Learning, 1st ed. 2021 Inclusive Learning and Educational Equity Series, Vol. 5

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 research deepen the conception of inclusive education and present an analysis of factors that are significant for developing the educational system as well as providing evidence-based recommendations for educational practice.

The research for this work was done in four European countries with various historical-cultural contexts: Lithuania and Poland underwent a transformation of the educational systems at the turning point in their political system, shifting from a strictly centralized Soviet policy to a liberal and democratic education system; Austria has experienced changes in social stratification and a need for cultural harmonisation arising from active national migration processes, whereas Finland has been gradually developing a socio-democratic model of national welfare. The analysis of the educational processes in the four countries has been performed using a qualitative action research method. The researchers, in cooperation with the teachers from the selected schools in their country, have implemented the strategy of Universal Design for Learning and assessed its transformation indicators in terms of the quality of inclusive education components. 

Preface.- Chapter 1.  Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background (Alvyra Galkienė and Ona Monkevičienė).- Chapter 2.  The Goal of the Universal Design for Learning: Development of All to the Expert Leaners (Julita Navaitienė and Eglė Stasiūnaitienė).- Chapter 3.  Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study (Ona Monkevičienė and Alvyra Galkienė).- 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 Cierpiałowska and Ewa Dyduch).- Chapter 7. Development of Knowledgeable and Resourceful Learners (Alvyra Galkienė and Ona Monkevičienė).- Chapter 8.  A Strategic and Goal-Directed Student: Expectations vs. Reality (Rasa Nedzinskaitė-Mačiūnienė and Gerda Šimienė).- Chapter 9.  Implementing UDL: Development of Purposeful and Motivated Students (Eglė Stasiūnaitienė and Julita Navaitienė).- 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.

Alvyra Galkienė is a Professor of Social Sciences (Educational Sciences) at Vytautas Magnus University, Head of the Transformative Educational Research cluster. She is recognized as an inclusive education researcher and one of the pioneers of its practical application in Lithuania. Her field of scientific interests covers the topics of inclusive pedagogy, inclusive policy, Universal Design for Learning, successful participation in education of all students.  

Ona Monkevičienė is a Professor of Social Sciences (Educational Sciences) at Vytautas Magnus University, a chief researcher and Chair of the Transformative Educational Research Cluster Council, Editor-in-Chief of the journal "Pedagogy". Her research interests include early childhood education programs, pedagogical strategies, metacognitive self-regulation of children, early prevention of social and emotional problems, inclusive education, educational and transformational mentoring.

Jolanta Baran is a University Professor of educational sciences and special educator at Pedagogical University in Cracow, in the Institute of Special Needs Education. She is the coordinator of therapeutic counselling research, practice and training team of special educators at M.A. level as well as at the post-graduate level. Her field of scientific interests refer to the topics of inclusive pedagogy, Universal Design for Learning, specific and nonspecific learning disorders, hearing impairment, and support families with a SEND child.

Gottfried Biewer got his doctoral degree from the University of Wurzburg (1991) and his postdoctoral qualification ("Habilitation") from the University of Koblenz-Landau (2001) in Germany. He worked as a postdoc-researcher at the University of Munich (1992-1998), and as professor in special needs education at the University of Giessen (2002-2004). Since 2004 he is a professor and chair in special needs and inclusive education a