Good Practice in Inclusive Education: Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective

Abstract

This chapter presents well-established educational practices implemented at a school in Vienna with two decades of experience in school development in the context of inclusion. It elaborates on how these existing teaching practices can be interpreted from a UDL perspective. Furthermore, this chapter aims to underline the importance of engaging with teachers’ perspectives in research efforts regarding the design of learning environments. Findings point to the advantages that the emphasized consideration of localized and societal backgrounds of students could add to the purposeful application of UDL.

Investigating Learners’ Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market

“…The results (β = 0.588; T -value = 8.753 and p < 0.001) prove the strong positive and significant meaning of this relationship, and therefore H 1 is validated. Our results are supported by the literature [ 50 , 109 ], which stresses the relevance of faculty adaptation and support that is provided to teaching staff, especially technical back-up for efficient use of e-platforms.…”

“…The results (β = −0.181; T -value = 1.811 and p = 0.058) show a moderately strong but negative and partially significant relation between the constructs; hence, H 5 is also partially confirmed (see Table 4 ). The literature review underlines the fact that, in relation to the online learning environment, instructional video plays a significant role [ 109 ]. Our research seeks to complement other endeavors by naming the use of online teaching–learning platforms like Zoom, Google Meet, Facebook, and YouTube [ 67 ] as adaptive instruments to hand but highly dependable on the teaching staff’s ability to integrate and adapt the available video streaming platforms into online lectures.…”