Exploring the implementation of lesson-level UDL principles through an observation protocol

2021

PED

By applying a qualitative method of dialectical modelling, the following three models of inclusion are analysed: integration, inclusive special education, and universal design for learning. The prerequisites significant for the implementation of each model are tested by contradicting them against other models, in order to reveal education components and their connections that either strengthen or impede the qualitative evolution of inclusive believes and practice.The results of integrated education analysis underline the impulse of societal movement that encouraged the development of processes of inclusion and the restructuring of educational system; however, at the same time, they reveal the possibility of tension due to the desynchronization between various components of social and educational system. The reduction of tension and the sustainability of inclusive evolution requires the harmonisation of social believes and cultural experience.The analysis of the “Inclusive special education” model shows that any polarized attitude and educational effort towards different groups of pupils generates barriers for ensuring successful learning for all the pupils and shapes elements of educational segregation. In overcoming this barrier, the change in educators’ attitude and practice is significant, embracing the entirety of the learners and giving priority to professional co-operation.The connections between the components of universal design for learning model allow to cover the whole of the variety of learners and to aim at personal success for every pupil. A universal educational environment that corresponds with the variety of educational needs is the core precondition for a good quality inclusive education.

Section: Metodologijaunclassified

Section: Modelis Universalus Dizainas Ugdymuiunclassified

Section: Paveikslas įTraukties Modelių Elementai Reikšmingi įTraukiųjų Nuostatų Ir Praktikos Kokybeiunclassified

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Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

2021

PED

“…The system of traditional education focuses on average-ability learners and their homogenous groups, fails to respond to diverse needs and therefore is frequently characterised as discriminatory towards pupils with special needs (Meyer, Rose, & Gordon, 2014). The approach of inclusive education referred to as Universal Design for Learning (UDL) acknowledges learners' diversity, which consists of pupils' intellectual and cognitive differences, as well as their various interests and learning styles (Hymel & Katz, 2019;Lee, 2019;Van Boxtel & Sugita, 2019). UDL aims for every learner's success, ensured through the practices of education differentiation and common learning (Swanson, Ficarra & Chapin, 2020;Van Boxtel & Sugita, 2019).…”

Section: Expression Of Inclusive Values In the Approach Of Universal Design For Learningmentioning

confidence: 99%

“…The approach of inclusive education referred to as Universal Design for Learning (UDL) acknowledges learners' diversity, which consists of pupils' intellectual and cognitive differences, as well as their various interests and learning styles (Hymel & Katz, 2019;Lee, 2019;Van Boxtel & Sugita, 2019). UDL aims for every learner's success, ensured through the practices of education differentiation and common learning (Swanson, Ficarra & Chapin, 2020;Van Boxtel & Sugita, 2019). Taking into consideration the peculiarities of three brain networks (affective networks, recognition networks, and strategic networks) and following Vygotsky's socio-cultural theory and idea of the zone of proximal development (Vygotsky, 1962;Vygotsky, 1978), pupils are given challenging but potentially surmountable assignments that take their interests into account and promote their thinking.…”

Section: Expression Of Inclusive Values In the Approach Of Universal Design For Learningmentioning

confidence: 99%

Values Supporting the Sustainability of Inclusive Education in Different Practices

2021

SIE

This article analyses how fundamental values underpin educational practices that have emerged in the development of society and create the preconditions for the sustainability of inclusive education. Through the analysis of the scholarly literature, the expression of inclusive values in the application of approaches to integrated, individualised inclusive education and Universal Design for Learning is analysed. It has been established that the effectiveness of inclusive education is substantiated in practices which are based on real existing inclusive values: equity, equality, communality and respect for diversity. Based on the results of the study, it is concluded that the sustainability of inclusive education coincides with the real existence of inclusive values in practice, equally applying to all students.

Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background

Inclusive Learning and Educational Equity

Monkevičienė

2021

The experience of the development of inclusive education strategies in various countries has been the source of various conceptions and practices, which have gradually evolved into the axis of the education policy of the late twentieth and early twenty-first century. This chapter presents an overlook of insights that are significant for the practical implementation of inclusive education and substantiated by scientific research. As the perception of inclusive education developed from meeting special educational needs in general schools (Florian. Int J Incl Educ 23(7–8): 691–704. 10.1080/13603116.2019.1622801, 2019) to recognising the variety of needs of all students (Meyer et al. Universal design for learning: theory and practice. CAST, 2014), the Universal Design for Learning (UDL) approach was presented to the pedagogical circles. This chapter of the book examines the fundamental aspects of the UDL approach in the context of the development of the inclusive education construct, from emphasising the Zone of Proximal Development (Vygotsky. Thought and language. MIT Press, 1962) to highlighting the processes taking place in the inclusive education ecosystem (European Agency for Special Needs and Inclusive Education. Inclusive school leadership: exploring policies across Europe. (E. Óskarsdóttir, V. Donnelly & M. Turner-Cmuchal, Eds.). Odense, Denmark. https://www.european-agency.org/sites/default/files/sisl_synthesis_report.pdf. Retrieved 16 April 2021, 2019), revealing the variety of perceptions of student uniqueness and education differentiation concepts in implementing inclusive education, and discussing the differences between the specificities of education goals and their implementation in the UDL and traditional approaches. The analysis of scientific research allowed us to distinguish the basic aspects of the UDL approach that are significant for the transformation of the traditional education system into a high-quality one based on the presumptions of success for every student and formed on the grounds of inclusive education.