Improving Inclusive Education through Universal Design for Learning
Springer International Publishing (Verlag)
978-3-030-80660-6 (ISBN)
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.
lt;p>Alvyra Galkien 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 Monkevicien 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 at the University of Vienna (Austria). During the last years Gottfried Biewer lead several large projects for the Austrian Science Fund (FWF), the European Science Foundation (ESF), and the Austrian Development Cooperation (ADC). In these projects his main international cooperation partners came from Ireland, UK, Spain, Switzerland, the Czech Republic, Thailand, and Ethiopia. The main areas of his research are inclusive education, comparative research in special needs education, vocational participation of persons with intellectual disabilities, life course research with persons with disabilities, and education of persons with disabilities in developing countries.
Suvi Lakkala (PhD) is a Senior lecturer in general education and teacher education at the University of Lapland. She is also an Adjunct professor of special education at the University of Eastern Finland. Her research interests cover inclusive education, inter-professional team work, educational transitions and teachers' professional development. She has published several international and domestic articles and book chapters in the field of inclusive education. She has worked on many international and national projects concerning inclusive education and educational transitions.
Tamara Cierpialowska is an Assistant Professor at the Institute of Special Needs Education at Pedagogical University in Cracow, special educator, speech therapist and sensory integration therapist. Her field of scientific interests covers three areas: (1) the functioning of children and youth with special educational needs in the conditions of integration and inclusion, and actions optimizing this functioning, (2) supporting people with disabilities in the process of overcoming limitations and setting their own life goals, (3) supporting development of language and communication skills of children with special developmental needs.
Ewa Dyduch is an Assistant Professor at the Insti
Preface.- Chapter 1. Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background (Alvyra Galkien and Ona Monkevicien ).- Chapter 2. The Goal of the Universal Design for Learning: Development of All to the Expert Leaners (Julita Navaitien and Egl Stasiunaitien ).- Chapter 3. Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study (Ona Monkevicien and Alvyra Galkien ).- Chapter 4. Traditional Teaching-Learning Process in the Class of Polish School through Lens of UDL Approach (Jolanta Baran, Tamara Cierpialowska 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 Cierpialowska 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 Cierpialowska and Ewa Dyduch).- Chapter 7. Development of Knowledgeable and Resourceful Learners (Alvyra Galkien and Ona Monkevicien ).- Chapter 8. A Strategic and Goal-Directed Student: Expectations vs. Reality (Rasa Nedzinskait -Maciunien and Gerda Simien ).- Chapter 9. Implementing UDL: Development of Purposeful and Motivated Students (Egl Stasiunaitien and Julita Navaitien ).- 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 Galkien and Ona Monkevicien .
| Erscheinungsdatum | 14.09.2021 |
|---|---|
| Reihe/Serie | Inclusive Learning and Educational Equity |
| Zusatzinfo | XV, 323 p. 1 illus. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Gewicht | 522 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik |
| Schlagworte | action research strategy • Educational Inclusion • Globalisation • Knowledgeable and Resourceful Student • Migration • Modern School Education in Poland • Neuroscience • Observation of the educational process • open access • Polish language, mathematics and history teaching • pupil's learning barriers • pupil’s learning barriers • Purposeful and Motivated Student • re-interpretation of inclusive education • Self-Regulated Learning • Strategic and Goal-Directed Student • teaching-learning process • Validation of the Action Research Model |
| ISBN-10 | 3-030-80660-X / 303080660X |
| ISBN-13 | 978-3-030-80660-6 / 9783030806606 |
| Zustand | Neuware |
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