01167nam0 22002531i 450 UON0049301420231205105340.58220190226d1965 |0itac50 bafreFI|||| |||||Mélanges de philologie et de linguistique offerts à M. Veikko Väänänen à l'occasion de son 60. anniversaire le 28 novembre 1965 /scritti di A. Gérald ... [et al.]HelsinkiNeuphilologischer Verein1965P. 417-621ill., 3 tav.21 cm.FIHelsinkiUONL000062ANTOINEGéraldUONV146973VAANANENVeikkoUONV064013Neuphilologischer VereinUONV283365650ITSOL20240220RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00493014SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI Ling 4 0052 SI GL 2971 7 0052 Mélanges de philologie et de linguistique offerts à M. Veikko Väänänen à l'occasion de son 60. anniversaire le 28 novembre 19653900770UNIOR05832nam 22007215 450 991050058610332120251010075210.09783030806583303080658810.1007/978-3-030-80658-3(CKB)5590000000558216EBL6725018(OCoLC)1268529389(AU-PeEL)EBL6725018(oapen)https://directory.doabooks.org/handle/20.500.12854/72057(MiAaPQ)EBC6725018(DE-He213)978-3-030-80658-3(ODN)ODN0010070642(oapen)doab72057(EXLCZ)99559000000055821620210910d2021 u| 0engur|n|---|||||txtrdacontentcrdamediacrrdacarrierImproving Inclusive Education through Universal Design for Learning /edited by Alvyra Galkiene, Ona Monkeviciene1st ed. 2021.Cham :Springer International Publishing :Imprint: Springer,2021.1 online resource (xiii, 323 pages) illustrations (some color)Inclusive Learning and Educational Equity,2512-1510 ;5Description based upon print version of record.9783030806576 303080657X 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.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. .Inclusive Learning and Educational Equity,2512-1510 ;5Inclusive educationInternational educationComparative educationEducation and stateInclusive EducationInternational and Comparative EducationEducational Policy and PoliticsInclusive education.International education.Comparative education.Education and state.Inclusive Education.International and Comparative Education.Educational Policy and Politics.371.9046EDU000000EDU034000EDU043000bisacshGalkiene Alvyra1238484Galkiene Alvyra1238484Monkeviciene Ona1238485AU-PeELAU-PeELAU-PeELBOOK9910500586103321Improving Inclusive Education Through Universal Design for Learning2874256UNINA