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

Abstract

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.

Pedagogical Responsiveness in Complex Contexts

“…Concerns have been raised about simplistic understandings of culturally responsive pedagogy that reduce it to "cultural celebration" (Sleeter, 2011, p. 12) and which decouple it from its origins in critical race theory (Pirbhai-Illich et al, 2017). Responsiveness is also a key idea in the literature on Universal Design for Learning (UDL), which emphasises the need for varied educational responses to neurological differences among students (Galkienė & Monkevičienė, 2021). Similar themes can be found in literature about differentiation and differentiated instruction.…”

The Examination of the Reflections of the Universal Design Learning-Based Gender Role Program on University Students

“…It aims to establish inclusive environments by offering alternative solutions that cater to a variety of learners right from the design phase (Pliner & Johnson, 2004). The integration of pedagogical principles and UDL can promote cultural pluralism, enhance critical thinking skills in students, assist teachers in identifying and removing stigmatizing elements, and create inclusive learning spaces (Galkienė & Monkevičienė, 2021).…”

Dampak Pendidikan Inklusif Terhadap Partisipasi dan Prestasi Siswa dengan Kebutuhan Khusus

“…Pendidikan inklusif membantu meruntuhkan hambatan dan stereotip, menumbuhkan pemahaman dan penerimaan di antara para siswa dengan kemampuan dan latar belakang yang beragam (Galkienė & Monkevičienė, 2021). Menerapkan praktik pendidikan inklusif membutuhkan pendidik untuk mengembangkan keterampilan dan strategi baru untuk memenuhi beragam kebutuhan siswa mereka.…”