Improving Inclusive Education through Universal Design for Learning
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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| Other Authors: | , |
| Format: | Electronic eBook |
| Language: | English |
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Cham :
Springer International Publishing : Imprint: Springer,
2021.
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| Edition: | 1st ed. 2021. |
| Series: | Inclusive Learning and Educational Equity,
5 |
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| Online Access: | Link to Metadata |
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Table of Contents:
- 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.