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Preamble
6
Education is the right of every child, as
internationally established by the UNESCO
Salamanca Declaration. It set a common goal
At the dawn of Lithuanian independence, the
that all mainstream schools should admit all
task formulated in the "National School" for
children, regardless of physical, intellectual,
the educational system of the re-establishing
social, emotional, linguistic or other needs
Lithuania: "Regarding man as an absolute
(UNESCO, 1994). From an educational
value, to nurture his physical and mental nature,
perspective, inclusive education practices are
to create conditions for the unfolding of his
developed based on research evidence and
individuality" (Lukšienÿ et al., 1989, pp. 11–
examples of educational practices from
12) began to be consistently implemented
countries that achieve the highest results in
since 1991.
education. From both a value and an
years, after the adoption of the Law on
educational perspective, the implementation
Education of the Republic of Lithuania and
of inclusive education is a complex
the Law on Social Integration of the Disabled
process that involves fundamental changes
(since 2004) of the Republic of Lithuania. A
in educational culture, structures and practices
long way has been traveled from the first
(Graham and Jahnukainen, 2011).
attempts at integrated education in practice,
the development of the scientific and legal
basis, the modeling of the concept of
inclusive education to the decision that in 2024.
each school will take into account all
students, recognizing the individuality of all
and creating conditions for each student to
achieve the highest personal result in the
practice of joint learning.
Universal Design for Learning (UDL) is one
of the approaches to implementing inclusive
education, which focuses on ensuring the
needs of all learners. It is an educational
system based on evidence from
interdisciplinary educational and neuroscience
research, which encourages flexible
Inclusive education is not an end result –
combination of
we strive to implement its principles every day
didactic solutions with neurocognitive
in every educational institution.
processes occurring in the nervous system of
at the level of the education system. The
learners during the learning process.
concept of inclusive education is based on
Research results support that students
both value-based and educational science
educated based on the UDM approach
assumptions. From a value-based
achieve
perspective, inclusive education is based
on the axiom of the right of every person to
education. The idea that inclusive
Continued on next page
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7
high results that match their potential and
to create a coherent value, knowledge and
develop the abilities of purposefully
tools basis for the systematic development
motivated, curious individuals and the
of inclusive education at all levels: nationally,
competencies to organize strategically
in municipalities and schools, and thus to
focused activities (Al-Azawei, Serenelli,
achieve the implementation of inclusive
Lundqvist, 2016; K. Capp, 2017).
education in Lithuania.
The application of universal design for
learning methods is useful in the transition
Guidelines development team
from special (segregated) to an education
system based on the principles of inclusive
education. This is especially relevant in
Lithuania, in the context of amendments to
the Education Law, which will enter into force
on 1 September 2024, which will oblige all
schools to accept children with disabilities
and related individual educational needs
(Seimas of the Republic of Lithuania, 2020).
The International Disability Alliance
(International Disability Alliance, 2021) notes
that accessibility and individual adaptation
The practical application of the UDM
approach requires appropriate managerial
and didactic decisions, which require the
knowledge of the entire school community,
teamwork, school, local government and
national education leadership. Although
various UDM implementation guidelines
can be found abroad, this publication has
decided to provide recommendations that
are closely related to the context of the
Lithuanian education system.
are necessary to ensure that the educational
process is inclusive. Universal design for
learning is an appropriate approach to this,
as it creates the prerequisites for a
fundamentally flexible learning process. This
not only creates conditions for a more open
and motivating learning process for all, but also
for the effective provision of individual
needs.
Therefore, a group of experts from
different fields participated in the process
of developing these guidelines:
teachers working in general education
and special schools, heads of schools and
education centers, specialists from the
National Education Agency and
the Ministry of Education, Science and
Sports, educa- tion and educational
leadership, and universal design and architecture.
More and more school communities and
municipalities are getting involved in the
scientists, inclusion experts, representatives of
application of Universal Design for Learning.
disability NGOs.
This publication is one of the tools to
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8
What will you find in the guidelines?
The Universal Design for Learning
We hope that participants from different
Guidelines are designed to help schools
levels of the education system will find material
develop inclusive education and enable all
relevant to them in the guidelines – teachers,
students to succeed in learning. The
pedagogical staff, educational support
publication provides an overview of how to
specialists, parents (guardians, caregivers),
develop the skills of teachers, educational
school founders, school administration,
support professionals, and principals.
education policy makers at the national,
The competences for applying UDM access
regional and municipal levels, developers of
in education. The text provides specific
teaching materials, educators, education
examples from the educational process, ways
academics, and representatives of non-
to remove barriers, and practical questions
governmental organizations.
for self-assessment and reflection.
For more examples of UDM applications,
see the book "Putting Universal Design for
Learning into Practice: 100 Teaching
Methods for All Learners" (Rapp, 2022).
These guidelines do not aim to provide
answers to all questions, but rather to create
a strong foundation for the implementation
of UDM. What will happen in the classroom
The publication is divided into five chapters:
after reading the guidelines is very important
the first chapter presents the essence of the
- theoretical and practical training, internships,
UDM approach, the second reviews the levels
sharing experiences, working and non-
of UDM implementation, focusing on municipal
working practices.
and school-level leadership in implementing
UDM, the third chapter focuses on the
teaching process, methods for identifying
and removing barriers, the fourth reviews
assessment based on UDM principles, and
the fifth reviews school environments and tools
based on
UDM principles, development and application.
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9
Graphic language
and principles of the
UDM publication
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10
Principles for developing guidelines
Inclusion is a horizontal principle in the Millennium
The publication is prepared in gender-sensitive
Schools program.
language, meaning that both genders are indicated in the text.
Therefore, the text is based on disability-
For the convenience of reading the text, it
and gender-sensitive language and the
was chosen to mark nouns denoting persons,
principles of universal design.
e.g. teachers, students, etc.
Using disability-sensitive language, the
guidelines draw on the United Nations
When preparing the design of the publication,
(UN) guidelines on disability-sensitive language (UN
illustrations, and stylistically correcting the
Geneva 2019, UN 2022). Therefore, when this does
language, the principles of accessibility and
not conflict with the legal acts of the Republic of Lithuania
universal design are taken into account,
regulated concepts, instead of the term
ensuring comfortable reading for all readers
"disabled", person-oriented definitions of
regardless of individual needs. For example,
disability are used (e.g. "people with disabilities",
the text is aligned on the left, ensuring even
"students with disabilities"). Also, when this
spacing between words, choosing the right
does not conflict with the concepts
contrast, etc. More information can be
regulated in the legal acts of the Republic of
found in the design description.
Lithuania, the concepts "special", "special"
(e.g. "special assistance", "special needs") are
abandoned due to their links with segregated
education. In the context of inclusive education,
more neutral terms are used, e.g. "individual
assistance", "individual needs [related to
disability]".
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11
The design of this guide
follows the principles of universal design.
Let's discuss these graphs
elements:
Font
Colors
Graphic
elements
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12
Font
Atkinson Hyperlegible
The Braille Institute publishes for free
This publication uses the American Braille
download and use this font so that as many
Institute 2019
people as possible can read more easily and
The font created is “Atkinson Hyperle-gible.”
comfortably.
It is named after J. Robert Atkinson, the
founder of the Braille Institute.
This font differs from traditional typographic
design in that it focuses on the difference in
letterforms to improve character recognition
and improve reading.
You can download it here:
volume.
brailleinstitute.org/freefont
01123456789
A ÿ BC ÿ DE ÿ ÿ FGHI TO JKLM
NOPQRS Š TU ÿ ÿ VWXYZ Ž a ÿ bc ÿ de ÿ ÿ
fghi ÿ jklmnopqrs š tu ÿ ÿ vwxyz ž
.,
/?;:
„
“()–@#*
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Text size
Each text type in this guide has its own fixed
size and thickness.
13
Heading 1
30 pt Bold
Heading 2
20 pt Bold
Heading 3
14 pt Bold
Main text
14 pt Regular
To clearly distinguish between headings and
The main text uses a difference in size
and thickness. Minimum
The font size used in this guide is 12 pt.
Links
12 / 14 pt Regular
Text color
The text is in contrasting white and dark
Concepts
14 pt Bold
blue to the other colors in this guide.
Footnotes, tables
12 pt Regular
B8 1Iil
Maximum visual separation of similar letters from each other to
significantly increase readability.
CGEFpqirO0
Csa36
Characteristic, distinct letters.
Balanced spacing between letters.
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Colors
Color function
The guide uses bright, contrasting,
Dark blue is used for text, tables. All
and clearly identifiable
other colors are used to
colors.
separate one section from another.
Each section is assigned one color
The main colors are dark blue,
that accompanies the entire section.
yellow, pink, cyan, green and orange.
Thus, color serves as a navigational,
The guide also uses complementary
separating function in a guide.
colors to the main colors to
provide clearer information in the
tables.
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Graphics
We all remember information differently –
some find it easier to remember a number,
1
others a color or a visual.
Therefore, a system was created where
sections are separated from each other by
three different means - number, color, and
shape.
The guide has 5 sections, each section has its
2
own unique geometric shape that accompanies
the entire section, transforming into
graphs, tables, and space for photos.
Geometric shapes
symbolizes simplicity, clarity.
Contrasting shapes stand out clearly from
each other.
3
Graphs, tables
Geometric shapes in the guide transform
into new meanings that help visualize
information.
4
5
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Contents
1.
0.
Glossary of terms
18
1.
The interface between inclusion and universal
22
design for learning
1.1.
Get involved in the education system
23
1.2.
Universal design for learning access
28
construct
1.3.
The link between neurocognitive processes and
33
educational solutions in universal design for learning
access
2.
2.
The links between universal design for learning
40
and inclusive leadership
2.1.
Municipal level implementing universal design for learning access
46
2.2.
School level in implementing universal design for learning
56
access
3.
3.
Applying a Universal Design for Learning approach in the
71
educational process
3.1.
Student diversity is a natural phenomenon
74
3.2.
Barriers encountered in the educational process and how to
88
overcome them
3.3.
Students are learning experts
121
3.4.
Lesson planning in UDM access
129
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4.
4.
Assessing student achievement in universal design for
136
learning access
4.1.
UDM access-enabled form factor
139
assessment
5.
4.2.
Summative assessment in UDM access
151
5.
Barrier-free school environment and variety of educational
155
(learning) tools
5.1.
The versatility of the physical environment
162
5.2.
Versatility of tools
177
6.
Accessories
183
6.1.
References
204
6.2.
Resource library
207
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0.
Glossary
of terms
18
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Inclusion (principle of the Lithuanian
Inclusive education is the creation of
education system) – the education system
conditions for the participation of all students
creates conditions for each person to develop
in joint educational activities, eliminating
their abilities and skills, receive the necessary
possible barriers to learning.
assistance, experience success in learning,
(remiantis Global education moni-toring
social, cultural and (or) other activities, and
report, 2020: Inclusion and education: all
not be discriminated against due to the
means all).
diversity of educational needs and (or) the
need for educational assistance (Article
Inclusive leadership –
5 of the Education Law of the Republic of
This is leadership that creates conditions
Lithuania, 5th day of 2020).
for openness and inclusion. This leadership
recognizes the contribution of every
Ensuring inclusion in education –
member of the school community and each
Ensuring the right to inclusive education
The value of membership, based on the inherent
implies changes in culture, policy and
rights of the individual, conscious interaction,
practice in all formal and non-formal education
the courage to share and take responsibility.
institutions to take into account the different
Leaders applying this leadership model seek
needs and individualities of learners, and
to foster and support an inclusive school culture
also implies a commitment to remove
characterized by respect for diversity, an equal
obstacles that hinder the realization of this
partnership between leaders, teachers, staff
opportunity (Convention on the Rights of
and students, and the creation of a barrier-
Persons with Disabilities. General Comment
free learning environment that enables each
No. 4 (2016) on the right to inclusive
learner to achieve the best results (European
education).
Agency for Special Needs and Inclusive
Education, 2019; Bortini et. al., 2016).
The values of inclusion are respect for
human diversity, equality, social justice,
fairness, community, and full participation of
all (Ainscow, Booth, Dyson, 2006; Booth,
2011).
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Universal Design for Learning (UDL) is
Scaffolding in education is the offering
an evidence-based educational
of tools, educational methods, guiding
approach that recognizes individual
questions, and other temporary support
differences among students and
measures to students, creating
provides everyone with equal
conditions for them to independently achieve
opportunities to achieve success through
the intended educational goal (Meier,
the application of flexible educational goals,
Rossi, 2020).
educational methods, tools, and methods
of assessing student achievement , guided
Support – the involvement of support
by the principle: to provide a variety of
providers in the learning activities of
ways to engage students; to provide
students, helping them to achieve
a variety of ways to understand and
their intended learning goals. In the
operate on knowledge; to provide a
UDM approach, support is used when
variety of ways to independently conduct
the scaffolding offered to students is not
learning activities and demonstrate results.
sufficient to overcome a learning barrier.
It is an educational approach that
facilitates the implementation of inclusive
education and strengthens its
A student – a learning expert – is
sustainability in formal and informal
a student who is goal-oriented,
ways at all levels of education (Meyer,
intrinsically motivated, plans steps to
Rose, Gordon, 2014; Fornauf, Erickson, 2020; Meier,
Rossi,
2020).
achieve
goals
and monitors progress,
seeks new knowledge, takes care of their
Educational barriers – barriers to
own learning and manages the processes
achieving the intended educational goals
of overcoming failure and maintaining
that arise due to limited availability of
motivation (Meyer, Rose, Gordon, 2014;
educational content; teaching and
McDowell, 2019; Darling-Hammond et al.,
achievement assessment methods; lack
2020).
of knowledge or skills possessed by
students; and individual student
characteristics (Meier, Rossi, 2020).
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22
1.
The interface
between
inclusion
and universal
design for learning
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1.1. Involvement in the education system
Inclusive education is a system that creates
development of cognitive abilities (Mitchell,
equal opportunities for all individuals to
2008, 2015; Ainscow, 2020). However,
realize their potential and achieve their highest
international research shows that in many
personal development.
European countries inclusive education is
education, regardless of health, social,
still understood in a narrow sense – identifying
cultural, economic status or other conditions.
it solely with the education of students with
Such a system increases the supply of
disabilities and special educational needs
knowledge and skills, ensures social
in mainstream schools (European Agency for
justice and at the same time promotes
Special Needs and Inclusive Education, 2019;
economic growth.
Florian, 2019).
The main goal of inclusive education systems
is to ensure that everyone has the
opportunity to receive appropriate and high-
Based on the findings of the Global
quality education in local educational
Education Monitoring Report initiated by
institutions together with their peers.
the United Nations (Global Education
Monitoring Report, 2020), it is proposed to
define inclusion in education in two terms:
Today, inclusion is becoming a central
"participation", understood as the full
focus of education policies in many countries.
participation of all students in the general
It is beginning to be understood that the
educational process, and "barriers",
education system must adapt to the
understood as obstacles to achieving
needs of all learners, and not vice versa
personal progress; these barriers are
(OECD, 2021). The basis of quality inclusion
eliminated through the use of a variety of
is inclusive values, justice and equity,
educational methods and tools.
permeating education policy and leadership,
reflected in the goals, beliefs, traditions and
educational practices of the community,
based on the well-being of all students,
autonomous learning, creative, emotional
and cognitive
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What is inclusive
education?
What is not inclusive
education?
“The concept of inclusive education is
“Segregation occurs when [children with
constantly changing and evolving along with society.”
disabilities – ed.] are educated separately
A phenomenon developing in the consciousness
from non-disabled learners in an environment
of the child. Inclusion in education means a
that is designed or used to accommodate specific
flexible system that ensures the right of all
impairments or multiple disabilities” (Convention
children not to be discriminated against on
on the Rights of Persons with Disabilities.
the basis of their disability, gender, nationality or
General Comment No. 4 (2016) on the right
other grounds, and also ensures the right to study
to inclusive education, paragraph 11).
in the general education system, in a common
learning environment, creating opportunities
for all learners.
“Based on this definition, signs of possible
equal learning opportunities, by appropriately
exclusion and segregation could include the
adapting educational conditions, providing
staffing of classes according to students’
individualized assistance measures and creating
abilities, unmotivated division of students
an opportunity for each child to develop their
into homogeneous groups during lessons,
personality, talents, creativity and abilities,
organization of events only for certain
learning together with everyone, without
groups of students (for example, for the
experiencing exclusion and segregation"
individually gifted or only for those with [identified
(Lithuania. Education in the country and regions
special educational needs – ed.]), education of
2022. Inclusive education, 2022, pp. 84–85).
students in special classes [...] or special
schools.” All this is not inclusive education
(Lithuania. Education in the country and regions
2022. Inclusive education, 2022, pp. 84–85).
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Inclusive ecosystem
creates appropriate conditions in the country
for each student to realize their potential.
A variety of interrelated external processes
affect the school. They determine students’
own experiences and perceptions of whether
Let us examine how the principles of
the education system is equitable
inclusion can manifest themselves at all
(Ainscow, 2016). The interaction of educational
levels of the education system – from
processes underpins the principles of inclusion
national to individual (Figure 1.1).
National level
Community level
Educational institution level
Individual
level
Educational institution level
Community level
National level
Figure 1.1. Inclusive education ecosystem.
Adaptuota pagal European Agency for Special Needs and Inclusive Education, 2019.
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27
At the national level: legislation ensures
Those experiencing challenges are provided
equal rights for all learners, all students are
with the necessary scaffolding for quality
given the opportunity to attend school in their
learning, rather than being offered to study in isolation.
area of residence. The national curriculum
The aim is to ensure equal opportunities for
and assessment system are flexible, and
all to participate in the learning process, use
teachers are trained in a profession that
learning tools and achieve optimal results
recognizes and accepts the diversity of their
together with everyone, focusing on each
future students.
individual.
At the individual level: direct classroom
At the community (municipal) level:
practices of inclusive education are applied,
education and social service sectors, families
influencing the development and outcomes of
in the community, schools, and non-
the learner. Educational programs are
governmental organizations cooperate.
flexible, processes and expected outcomes
are aligned with goals.
Efforts are focused on developing services
Inclusive education takes into account individual
and institutions, all based on and fostering the
differences, develops the abilities of all
values of inclusion. These efforts replenish
learners, but avoids marginalization. This
educational reserves, expand the field of
is achieved by offering learners
action, allow for efficient use of resources
(i.e. avoiding duplication of services) and
several ways to receive, process and respond
create provisions that guarantee the
to information. School leaders strengthen
sustainability of inclusion.
teachers' confidence in their pedagogical
skills and their belief that they can teach all
students, who have their own opinions on
At the level of the educational institution:
educational issues of concern. It also
attention is paid to culture, values and
ensures that all students have the
leadership models that are based on the
opportunity to interact with their peers
cooperation of the entire educational
(European Agency for Special Needs and
institution community - head(s), teachers,
Inclusive Education, 2019).
students and their parents. Flexible decisions
are applied regarding the organization of
education, the allocation of resources, and
the provision of support to learners and
teachers.
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1.2. The construct of accessibility
in universal design for learning
Why do some students
Are students failing at school? Educators
Universal
Design for
and researchers in democratic countries
have been searching for an answer to this
question for years. In 1991, Harvard University
researchers David
Learning is an
educational
approach that:
Rose and Anne Meyer, together with a team
of researchers, have conducted extensive
research and proposed an educational
approach based on the connection between
neurocognitive functions and educational
solutions. Education organized using the
principles of UDM recognizes the
uniqueness of all students, creates the
opportunity to learn without barriers, and
ensures that each student can achieve the
highest personal results in a shared learning
environment.
1.
embraces the differences in needs
and capabilities of all learners;
Researchers have shown that the biggest
barrier to successful engagement in the
common learning process for all students
is the traditional, standardized learning process
2.
and its implementation environment and tools.
provides evidence-based
The results of the research reveal
educational principles and guidelines
fundamental differences between traditional
for developing and implementing
education and education organized with
inclusive curriculum.
universal design for learning access (Table
1.1).
McKenzie, Dalton, 2020.
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A.
29
Traditional
education access
B.
Universal Design for
Learning Access
Understanding student diversity
Differences in learning performance are observed for
Differences in learning performance depend on
students with disabilities, special educational needs
biological, social and cultural factors and are common
or high learning potential. Other students are
to all students.
understood as meeting the standard of the average
The differences between students with disabilities,
student.
disorders, or high learning potential are more
pronounced and specific, but they are part of the
same group of students.
Perception of educational difficulties
Learning difficulties are determined by the nature of
Learning difficulties are determined by the
students, their social or cultural experiences.
organization of the educational process, which has
barriers that prevent the acquisition of necessary
knowledge, recognition of objects and their models,
and does not provide opportunities to manipulate
them, create and demonstrate the results obtained.
Tools for differentiating education
Educational differentiation measures are programs
Educational differentiation tools are the educational
adapted to individual students and the assistance of
environment, educational methods, knowledge
specialists.
sources and tools. Their interaction ensures barrier-free
learning for all and leads to the same goal.
Definition of the educational goal
The goal of education is the perception and learning
The goal of education is the process of students' learning:
of intended knowledge and facts.
identifying facts, critically reflecting on them, and finding
options for solving a task or problem.
Table continued on next page
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Educational effectiveness criteria
The learning process is updated based on
Learning through interest and engagement in
achievements at a set level, test or exam results.
the process is an essential component of effective
learning. Actualizing education based on students'
experiences is one of the essential components of
its functioning.
Principles of educational organization
Teachers play a central role in the organization of
Students are educated as learning experts. Child-
education: they set general and individually tailored
centered educational organization is aimed at
educational goals, select methods and propose
encouraging students to be active participants:
means.
to contextualize learning goals based on their own
experiences and interests, to choose methods and
means of activity, and to reflect on results.
Principles of organizing assistance
Teachers and educational support specialists
A culture of collaboration is realized by creating
provide the necessary assistance
an environment conducive to collaboration among
for a specific student.
educational participants, offering scaffolding to
overcome potential barriers. Teachers and educational
support specialists are partners in collaborative
learning.
Table 1.1. Comparison of traditional and universal design for learning principles.
Adapted from: Wyse et al., 2018; Meyer, Rose, Gordon, 2014; Smith, Chestnutt, 2021; Galkienÿ,
Monkeviÿienÿ, 2021.
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A universal design approach to
learning is based on the understanding that:
1
Student diversity is a natural phenomenon.
It is recognized that all students are unique and have individual
differences. These differences may relate to information processing
abilities, existing skills, developmental, health, or cultural differences.
By recognizing these differences, learning success is defined by
the individual progress of students.
2
Student diversity is predictable.
Although all students are unique, they also have common features:
perception, memory, ability to maintain attention, intelligence,
emotions or behavior. Individual differences in students' intellectual
activity are predicted in the educational context according to more
general characteristics: methods and speed of information
perception, level of understanding, students' activity, their
interests, etc.
3
Barriers to learning exist in the educational environment.
The educational environment is understood as the totality of the
process, tools and learning environment. In line with the principle
that all learners are unique and that learning differences are
determined by individual needs, not only related to disability or special
educational needs, it becomes obvious that the standard educational
environment, modeled on the basis of the characteristics of the
average student, creates obstacles to successful learning.
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Inclusion in education
is best achieved through a
universal design
It also increases student satisfaction
approach to learning.
students achieve high results –
and engagement in the learning
process (Al-Azawei, Serenelli, Lundqvist,
2016). By working together, all
whether they have high learning
potential or have disabilities or other
individual needs (Katz, 2013).
According to Arce-Trigatti and
Research shows that learners who use
Anderson (2018), the diversity of
this approach achieve high levels of
learners also contributes to the
achievement at all levels of the
development of democracy. This
education system. Why? Students
diversity facilitates intercultural
develop independence and self-
dialogue and cooperation, promotes
confidence, increase their interest
social justice, providing all learners
in new information, their level of
with equal opportunities to learn,
understanding, and their ability to
realize their potential through
education,
and create a more inclusive and just so
model and present information in various ways
(Capp, 2017).
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1.3. The link between
neurocognitive processes
and educational solutions in
universal design for learning access
The organization of education based on
Differences in systems lead to differences in
the principles of universal design for learning is
learning activities.
associated with processes that occur in three
neurocognitive systems of learners. These
In order to make educational organization
systems are involved in all cognitive processes.
decisions that take into account the functions of
In terms of individual people, these systems are
emotional, cognitive, and strategizing neural
anatomically and physiologically different;
networks during learning, it is important to be
guided by the following principles:
Different types of
Different tools and
Different means and
involvement and interest
methods of information
methods of expressing
means and methods
to introduce the macia
activities and knowledge
(why am I studying?)
(what am I learning?)
(how do I learn?)
Meyer, Rose, Gordon, 2014, p. 51.
Taking into account the diversity of students and
various tools and environments, creating
consistently following these principles, flexible
conditions for students to achieve the intended
educational plans are modeled, different
learning goals in various ways.
educational methods are applied during the
lesson, and
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Provide different tools and methods
to engage and interest in learning
Why am I studying?
Emotional networks. These are neural
In order to increase student interest and
networks that help students understand how
engagement, it is recommended to offer
to deal with information that is recognized by
several learning tools. Students are willing
cognitive and strategic networks. Emotional
to engage in the learning process if the
networks also regulate emotions – they
content matches their interests, if they find
activate hormones that influence biological
attractive learning methods and feel that
responses, determine emotional states, and
they are in a good emotional environment to
shape emotional reactions to the
overcome the challenge and experience
environment. Students’ emotions and
learning success. It has been proven that
emotional regulation are highly subjective; they
students have a positive view of active inquiry-
depend on biological and environmental
based learning, cooperation and sharing of
factors. All of this leads to differences in how
ideas with others, and environmental change.
individuals filter information, make decisions,
If learners are encouraged to look for various
and learn. Based on their emotions, biological
strategies for solving a task and monitor
responses, and motivation, students set
their progress, self-regulation and learning
priorities and decide how actively they will
efficiency are strengthened, and independence
participate in the learning process.
increases.
For example, when they recognize a challenge
that they can still overcome on their own,
their motivation increases, but when the
challenge seems too difficult, they retreat.
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Provide different tools and methods
for presenting information
What am I learning?
Cognitive networks. These are networks of
In order for learners to gain valuable basic
neurons that receive and interpret signals
understanding, it is recommended to present
received by the sensory organs (vision, hearing,
information in several ways. People absorb,
touch, etc.). These networks enable students to
reproduce and use information in different ways.
recognize objects and patterns: letters,
To respond to this diversity, it is recommended to use
mathematical phenomena, historical events,
information and other technologies that allow
presenting information in different forms - text, image,
facts, figures, etc. Differences in learning performance
sound, animation. It is also possible to use various
are determined by neurological and experiential
means of emphasizing and marking information.
differences. Let's look at them separately.
The methods used by educators are significant
Neurological differences
for understanding information, for example,
are related to individual differences in the structure
enabling students to collect information from
and function of cognitive networks; they determine
various sources, interpret it, transfer it to concept
differences in the cognition and evaluation of
maps, and verbalize it.
objects, phenomena, and oneself. Experiential
differences – information already available and
stored in memory, allowing for re-recognition and
reconstruction of already known patterns.
Active student activity in analyzing information
leads to a detailed and rich perception and
understanding of it.
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Present different means and methods of
expressing activities and knowledge
How am I learning?
Strategizing networks. These are neural
To help learners understand and
networks that physically and cognitively
evaluate what they already know, it is
respond to recognized information patterns
recommended to provide a variety of tasks.
and manage the complex process of responding
In order to ensure a successful learning
to them. These networks enable students to
process, it is very important that students can
plan, independently monitor, and perform
express what they have already learned. In
actions. They are associated with the
practice, two forms of knowledge expression
highest-level executive functions that are
are most often used - oral or written. Taking
involved in setting goals, strategizing their
into account the differences in learning already
implementation, and, if necessary, deciding
discussed, it is important to provide an
on their adjustment. Differences in
opportunity to demonstrate their knowledge or
strategizing networks during learning can
performance results in other ways:
manifest themselves in performing tasks of
through physical expression, artistic
varying complexity - from taking notes to
solutions, etc. When given the opportunity
planning, developing alternative ways, or
to choose the most acceptable of the
seeking help.
presented tasks, students can apply the
acquired knowledge in new contexts, and
educators gain knowledge about the ways
in which students learn new information.
More recommendations on how to organize the UDM process can be found in Table 1.2 on page
38 and in Chapter 3, “Applying a Universal Design for Learning Approach to Education.”
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Guidelines for Universal Design for Learning
(CAST, 2011)
The evidence-based UDM guidelines
learning; different means and methods
help organize an educational process
for presenting information; different
based on the principles of universal
means and methods of activity and
design. They are based on three
expression of knowledge. Three groups of
principles: different means of
recommendations are proposed for the
engagement and ways to engage
implementation of each principle.
Table on the next page
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Provide different tools and
Present different means
Present different means
methods for engaging and
and methods of expressing
and methods of expressing
engaging in learning.
activity and knowledge.
activity and knowledge.
Emotional networks –
Knowledge networks –
Strategizing networks – how
Why am I studying?
What am I studying?
do I learn?
Access
Access
Access
Suggest different ways to
Suggest different ways of
Offer different options for
engage:
understanding:
physical activities:
encourage individual
suggest adapting digital
choice and student
ways of presenting information •
Vary your methods of
autonomy • emphasize the
suggest alternatives to audio
responding to and navigating
relevance, value, and authenticity
material • suggest alternatives
your environment • Optimize
of learning activities • minimize
to visual material.
access to assistive tools and
risks and distractions
technologies.
these factors.
Development
Development
Development
Offer different ways to
Suggest different ways to
Offer different opportunities
maintain students'
understand language and
for self-expression and
independent efforts and
symbols:
communication:
persistence: remind them
explain the vocabulary and
use different media for
of the initial goal and its
symbols used • explain syntax
communication • offer students
importance • vary resources and
and structure • help understand
different media for constructing
requirements to optimize the
the text, mathematical operations
and presenting learning
challenge • foster student
and symbols • develop the
materials • develop students'
community and mutual cooperation
accessibility of the material
skills based on different
• provide more feedback focused
in different languages • illustrate
levels of scaffolding.
on the best personal result.
in different media.
Table continued on next page
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Appropriation
Appropriation
Suggest different ways
for self-regulation:
emphasize expectations and
beliefs that promote motivation
• help develop self-regulation
Suggest different ways to
gain a deeper understanding:
activate or provide students
with knowledge that helps
them understand the topic •
skills and strategies •
highlight repetitions, critical
encourage students' selfassessment and reflection.
points, significant ideas and
relationships • guide the
student through the information
processing and visualization
process • exploit the possibilities
Appropriation
Offer different options for
performing managed functions:
help students set appropriate
goals •
help plan and develop learning
strategies • show how to properly
manage and systematize
information and resources •
develop students' abilities to
monitor their progress.
of knowledge transfer and
generalization.
The goal is to become learning experts who are...
Motivated
and goaloriented
student
experts.
Independent
and
expert
students who
know the
material well.
Table 1.2. The UDL Guidelines, CAST, 2011.
The original guidelines can be found at: https://udlguidelines.cast.org
Strategizing,
goal-oriented
student
experts.
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40
2.
The links
between
universal
design for
learning
and inclusive leadership
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The successful implementation of the principles of UDM depends not only on the involvement of
teachers, but also on the involvement of all participants in the education system. Leadership based
on the values of inclusion plays a particularly important role.
What is inclusive
leadership?
Inclusive leadership is focused on recognizing
the value of each person, regardless of
cultural, ethnic, physical, social or other
circumstances, recognizing each person's
individual contribution and encouraging full
involvement in decision-making processes.
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Five conditions are important for the spread and
development of inclusive leadership expression (Bortini et al.,
Recognition of the value of every person
1
The first and most important element of inclusive leadership is
the recognition and appreciation of the inherent value of each
person. This means that authentic qualities are valued as an
opportunity, not a disadvantage. Otherness symbolizes additional
resources, not limitations. Such an approach strengthens the
sense of belonging to the community, encourages each person to
contribute to the creation of the community.
A human rights-based approach
2
The Universal Declaration of Human Rights states that all human
beings have equal rights. These rights are universal, interrelated
and indivisible: the right to life, equality before the law and freedom
of expression; economic, social and cultural: the right to work,
social security and education, etc. Ensuring rights fosters the dignity
of every person.
Systems thinking
3
The concept of systems thinking reflects the complexity of the
world. Social and cultural phenomena are constantly affected by
economic, political and environmental challenges – their
interaction is characterized by volatility and uncertainty. Society
does not always manage to overcome these challenges; we can
observe manifestations of exclusion, alienation and marginalization.
Leaders operating in different fields, responding to these
challenges, seek to create a more inclusive and conscious world in
which the well-being of all is important.
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Internal power and formal force to increase inclusion
4
Internal power is the energy and beliefs possessed by individuals or
groups. Power is related to a person’s self-esteem, ability to recognize
individual differences, and respect others. Leaders who lead also have
formal power, which gives them the ability to control others by distributing
their rewards, responsibilities, etc. From the perspective of inclusive
leadership, power and formal power are used to maintain dignity, value, and
empower others, rather than to isolate them.
Empowerment to share and take responsibility
5
Inclusive leadership means that all participants in the process take
responsibility for creating an inclusive culture.
The involvement of leaders and followers is comprehensive, working in
unison. Leaders empower team members to act and take responsibility so
that everyone can feel part of the process.
The role of managers
• constantly reflect and develop
professionally;
Managers operating under inclusive
• develop and implement an educational
leadership should (Bortini et al., 2016):
vision by involving all members of the
community;
• create and maintain positive interown relationships with all members of the
community; • initiate,
implement and manage organizational
changes.
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These four dimensions are an ongoing
An equal partnership between principals,
process through which inclusive
teachers, educational support specialists,
leaders can gradually develop. All
other staff, students and their parents
four dimensions are interconnected
is established, creating a learning
and influence each other (see Figure 2.1).
environment without barriers, creating
opportunities for everyone to achieve their
(Beortini et al., 2016).
best personal results. By fostering inclusive
leadership, the diversity of learners is
School leaders who apply this leadership
understood as a valuable resource,
model seek to foster an inclusive school
improving learning opportunities for all
culture that shows respect for diversity,
and increasing the value of schools, local
implements
communities and society.
Create and
to maintain
Reflect
relationships
and improve
Create and
to implement
a jointly agreed
Initiate and
manage
change
educational vision
Figure 2.1. Inclusive leadership approach (Beortini et al. 2016). Original figure can be found at:
https://inclusiveleadership.eu/the-inclusive-leadership-handbook-theoretical-framework
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For a successful implementation of the UDM approach in a school, inclusive
leadership should be developed at all levels:
• national – clearly communicates the implementation of UDM access education
the system has a vision, initiates the preparation of legal acts and their amendments to ensure the
implementation of the UDM, regulates the competencies of educators, specialists and managers,
and monitors changes based on evidence according to agreed criteria;
• local government – the municipal education policy is developed through the development of UDM,
conditions are created for improving the qualifications of school principals and teachers, sharing
experience is encouraged, assistance is provided in solving emerging problems, and care is taken
to create an environment conducive to UDM in schools;
• school leaders communicate a clear vision for the implementation of the UDM, care about improving
the qualifications of teachers, encourage and support teachers, and create a learning-friendly
environment;
• teacher(s) and student(s):
•
teachers empower students, encourage collaboration, and share their experiences with
colleagues;
•
Students independently organize and manage their own learning process. Students are learning
experts (see subsection 3.3. “Students – learning experts”).
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2.1. Municipal level in
implementing universal
design for learning access
Implementing UDM access at the municipal level
implement new initiatives and reforms.
can help change the current level of achievement
Therefore, the role of the municipality in the
in district or city schools. Although the most
process of applying the UDM is particularly important.
important role in implementing UDM access
lies with the school (especially the teacher(s)),
Implementing UDM in educational practice is
the school alone is not capable of
a process that includes five stages (see Figure
2.2 on the next page).
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Guidelines for
Universal
Expert learning
4 stages
process
Design for
Improvement
Learning:
3 stages
representation,
action and expression,
Development
inclusion
2 stages
Reinforcement
1 stages
Preparation
Antiphase
Analysis
The need
for change
Figure 2.2. UDM implementation process (Novak, Rodriguez, 2016).
The process of implementing and
for the unique context of each
implementing UDM is flexible. In other
municipality. In Table 2.1. (p. 54), you can
words, there are no uniform practices
familiarize yourself with the experience of
and actions that are suitable for all
the Utena District Municipality in implementing
municipalities, therefore, for each stage, we
UDM access at the municipal level.
present several practices that can be adapted.
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1
Analysis of the current situation
• installed and working;
• what (which areas) should be improved?
During this stage, the UDM approach is
• who do we want to become (what results do
introduced as a potential decision-making
we want to achieve after
approach on a systemic scale in municipal
implementing the UDM)?
schools.
To answer these questions meaningfully, you will
Possible actions: familiarize yourself with the
first need to take another look at the data
essential principles of UDM in subsection 1.3.
you have (do you have the data, where can you
“The link between neurocognitive processes
get the data you need, what does the data tell
and educational decisions in UDM access”.
you?). Use available information for your analysis,
Talk among yourselves to develop a common
such as international and national student
understanding of the UDM access. Then
achievement surveys, and supplement this with
consider and discuss with colleagues in the
surveys of stakeholders (parents, students,
next meeting to what extent UDM in schools in
teachers, etc.) to find out how much they know
your municipality:
about UDM.
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2
Preparing to install UDM access
• Strategic goals define successful
outcomes.
During this stage, a review of the
• Strategic goals are focused on
municipality's strategic educational
cooperation. • Strategic
goals and measures plan is carried out
and the expected results are defined. It
is also important to plan the resources
goals are based on
data.
• Strategic goals are focused on
and procedures necessary for the
the learning success of each student. •
implementation of the UDM approach
Strategic
(e.g. specialists and their competence,
goals are focused on creating a flexible
structures and processes related to
educational environment and
planning, educational content, measures,
practice. • Strategic
professional development, etc.).
goals are clear and measurable.
Possible actions: review the municipality's
existing educational strategic goals and
If the assessment 1–2 is dominant, then
expected indicators.
start by reformulating the strategic
You can use the following statements/
objectives that respond to the essential
questions to review your strategic goals.
UDM approach to accessibility (see
Rate each on a scale from 1 to 5 (where 1
subsection 1.2. “The Universal
is “strongly disagree” and 5 is “strongly agree”):
Design for Learning Accessibility
Construct”). When communicating with
different stakeholders about the new
strategic objectives, follow the UDM
provision for presenting information
in different ways (see subsection 1.3
“The link between neurocognitive
processes and educational decisions in UDM acces
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3
Consolidation of existing resources
Possible actions: to achieve success
To successfully implement UDM,
During this stage, structures and processes
collaborative vertical and horizontal
are developed that support the
leadership is essential. Collaboration
implementation of UDM and allow for
between teachers, school administration,
the measurement of the effectiveness of
and the community and municipality is
this approach. Teachers' competencies are
important. Take time to assess how much
developed to apply UDM principles in
you and your team are willing to collaborate,
practice and in the decision-making
share experiences, insights, and how you
process. The focus is on promoting
could foster collaboration.
cooperation and providing support.
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4
Development
• To what extent does professional development exist?
Is the training universal, meeting the
This stage focuses on the continuous
different needs of employees (taking
professional growth of the community
into account different duties,
applying the principles of UDM, responding
experience, preferred learning methods)?
to individual and system changes. The
processes, structures necessary for the
• How much priority is given at the municipal level?
successful implementation of UDM are
Is the professional development of school
analyzed and their improvement is carried out.
principals in the areas of leadership,
change implementation, etc. being reviewed?
Possible actions: familiarize yourself with
the guidelines for professional development
Consider the possibility of offering and
that respond to the essential provisions of
implementing different forms of professional
the UDM (see subsection 2.2. “School level
development at the municipal level for
in implementing the UDM approach”).
teachers and principals of educational
Reflect:
institutions, e.g. monthly principal meetings,
study groups, mentoring.
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5
Improvement
Possible actions: strive for sustainability in all
in the UDM implementation process itself.
This phase ensures the sustainable
Focus on:
implementation of UDM. It is important to
• essential goals (e.g. the goal of inclusive
anticipate, prepare for and respond to internal
schools in the network area), rather
and external changes that may affect UDM
than easily achievable results (often
implementation in the future. It is also
measured by quantitative indicators),
important to improve processes and
structures that will help to successfully
implement in a rapidly changing context.
UDM.
• one strategic goal, not many short-term
goals;
• cooperation between different stakeholder
groups;
• training of existing staff, not
attracting "stars" from abroad;
• experimentation and creativity
Implementing UDM in your own district,
rather than blindly applying existing
practices borrowed from other districts.
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When summarizing the process of implementing
managing large groups of stakeholders who are
and implementing UDM at the municipal level, it
very different from each other, it is therefore
is important not to forget the learning principles
important to ensure that information is provided to
discussed in the first chapter (subsection 1.3), which
all parties in different, accessible ways, and that
are applicable not only when working with students,
two-way communication is facilitated through
but also with people implementing UDM: why are we
multiple channels. In this way
learning, what are we learning and how do we apply
it in practice? Administrators at the city or district level
In this way, everyone is included in the process of
have the following responsibilities:
implementing and implementing UDM.
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Stages
Practical actions
Existing
Discussions are initiated in schools about the main challenges that teachers face today.
situation
This information is summarized, the problems raised are grouped. An analysis of various
analysis
teaching/learning strategies is carried out. The UDM approach is introduced.
Preparing to
The strategic educational goals of the municipality are discussed. The UDM is presented
implement
to the educational community. It is agreed that those who wish to implement the UDM
UDM access
voluntarily participate in the training, after which they apply the learned knowledge in practice.
A representative from the school management team participates in the training together with
volunteer teachers. A study of the current situation in the context of UDM is carried out.
Consolidation of
A long-term professional development program is being developed, which includes
existing resources
practical implementation of UDM principles and time for reflection. Teams of teachers study
throughout the school year and apply the acquired knowledge in practice.
Teachers are trusted, they are involved throughout the process
feel supported and are provided with the necessary tools. When teachers encounter difficulties
in applying the UDM, they are explained and discussed.
The best possible solution is being considered. Funds from projects, schools and municipalities
are being consolidated for improving qualifications.
Development
In the second year of the implementation of the UDM, teachers are planned to share their
experience in applying the UDM. Experience dissemination events are organized in the
municipality according to the types of educational institutions/levels of education (preschool, primary, junior high school, gymnasium). A study of the impact of the application of
the UDM is being conducted.
Improvement
UDM is being included in other projects, a larger group of teachers is being encouraged
to implement UDM principles, and teacher qualification improvement is underway.
Teachers share their UDM application practices with each other, including outside the
municipality.
Table 2.1. Utena district municipality's experience in implementing UDM access at the municipal level
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Reflect:
1. What specific actions should I take to make
conversations about student learning,
Take time to think and answer
achievement, etc. data more meaningful?
yourself:
2. What barriers do I face in getting all
stakeholders to talk about data and its
impact on learning?
3. What needs to change in my organization's
culture to ensure that all parties make
evidence-based decisions?
4. What kind of continuing professional
development would be needed to support
a culture of evidence-based decision-making
in our municipality?
5. What barriers do we face when introducing
and/or implementing new practices in
education?
Below is a fragment of Appendix 2.1.1. – Guidelines for the plan for the introduction and implementation
of UDM access at the systemic level in the municipality. The full table can be found in the appendixes of
the publication on p. 184.
Looks
What is this?
Administrative
• School principals, education department staff, and other
administrators are aware of the UDM and support its implementation.
• Other stakeholders (parents, students, teachers, etc.) understand
and support the implementation of UDM.
support
Exists in
practice
Should occur in
practice
Should occur in
practice
Should occur in
practice
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2.2. School level in
implementing universal design for
learning access
The implementation of new initiatives, in
The implementation process in the school
this case the introduction of the UDM model,
would also be based on the fundamental
requires strategic focus and support from
principles of UDM (Novak, Woodlock, 2021).
the entire community. The implementation
Be flexible in finding different ways and
of UDM is similar to the learning process:
forms that encourage engagement (why?),
educators, like students, face similar
offer different ways and forms to convey new
challenges in engaging in the process of
knowledge, create conditions for
change, mastering new principles and
understanding in the most convenient way
methods, and strategizing their use in the
for each person (what?); create
educational process. Therefore, it is
opportunities for teachers to strategize
important that UDM
learning and demonstrate knowledge and skills
(how?).
UDM
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Provide different means and methods of
engagement and interest
Why am I studying?
Implementing new practices requires
• offer strategies and resources to deal
not only time, but also a change in
with difficulties when the application
personal attitudes. Provide opportunities
of the principles is not as smooth as
for teachers to express their opinions
expected. You can use professional
about UDM. Remember:
learning communities, open spaces,
etc. for this purpose.
• engage teachers by providing
opportunities to share problems
they encounter in the classroom and
provide examples of how UDM
could help solve them. Encourage
everyone to share strategies for
methods during meetings, etc.; •
receive feedback from teachers about your
leadership, thus showing that their
voice and opinion are important to you,
e.g. after each meeting, professional
development event, etc.;
removing barriers;
• create a safe space in which
educators could share their ideas and
feedback, anticipating and eliminating
potential obstacles;
• ask teachers: “What could I do differently
to increase your engagement?”
Suggest a sentence starter: “It would be
great if…”
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Provide different tools and methods
for presenting information
What am I learning?
Not only students, but also teachers are
• provide teachers with different
unique and have their own unique
resources necessary for the implementation
learning styles. When organizing
of UDM and for their own learning;
professional development, remember:
• provide different support in implementing
UDM (e.g. book club, consultation,
etc.);
• help understand the UDM guidelines and
the new terms contained therein;
• offer a variety of media, such as visuals,
videos, and audio materials to support
learning before, during, and after
professional development events.
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Present different means and methods of
expressing activities and knowledge
How am I learning?
When creating regular feedback
opportunities, remember to:
• offer self-assessment tools to reflect on
their teaching and set goals for
improvement;
• offer several different feedback-
• regularly monitor how, in teaching-
methods of providing feedback on how
By choosing the areas in which they
the UDM is progressing (e.g. Google
want to implement UDM, they are
forms, dialogue with the manager, open-
successful in achieving these goals.
ended reflective questions, etc.);
We recommend that school leaders
• create conditions and encourage teachers
consider the following principles, which are
to reflect and improve their practice. You
important when implementing UDM at the
can offer at least a few alternatives for
school level.
this: keeping and analyzing a reflection
journal, analyzing student learning data,
etc.;
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Instructional
leadership
60
According to the UDM approach, every person (including
school leaders) is a learning expert, therefore it is important
that school leaders focus their activities not only on
management processes, but also on learning processes, which
means that they constantly develop professionally, reflect, and
collect data about their leadership. It is worth mentioning the
concept of instructional leadership here. This is a school
leadership model where school leaders work together with
teachers to create the best teaching practices. Leaders who
apply this model communicate closely with their employees and
at the same time set clear goals related to improving student
achievement.
Think about how much
• setting high but achievable academic goals and expectations
time you spend
for each student together
on the educational process:
with the community;
• collecting and analyzing data about the learning process
together with teachers;
• professional development of teachers aimed at
application of new experiences in practice; •
monitoring of the educational process and providing quality feedback
for providing teachers with information about the learning
process.
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Getting
feedback
62
Another important feature of the activities of school leaders
as learning experts is the constant rethinking and evaluation
of their activities. We recommend that they systematically
monitor and analyze feedback. Teacher surveys are most
often used to obtain feedback.
Consider whether
the teacher(s)
• provides professional development opportunities in the school
related to best teaching practices;
would “strongly
agree”, “partially
• taking into account my needs and wishes,
agree”, “disagree”,
enjoys professional development;
“partially disagree” with
the following statements:
statements about you:
• creates a lesson schedule, planning time for teacher
collaboration;
• monitors educational processes by applying various practices
process;
• monitors my learning process for the purpose of my
professional development, not for evaluation;
• provides quality feedback;
• formulates school goals focused on high achievements and
expectations for all students;
• after professional development, the supervisor assesses
how the acquired new knowledge and skills are applied in
the training process.
It is important that changes and improvements to the work process determined by the survey
results are communicated to the community that provided the feedback (in this case, the
teachers).
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Providing
feedback
63
Feedback in a UDM-led community is a two-way process,
so it is important that teachers also receive quality feedback
about the teaching/learning process.
This is not individual advice or an assessment of the
teacher's work. Feedback is information indicating
how well the work process is organized and the goals
set are achieved.
How to achieve
this in practice? Here
are some examples:
• find time for dialogue with each teacher
about teaching/learning practices;
• provide specific examples of how their teaching practices
affect students' learning and behavior;
• ask targeted questions to elicit teachers' insights and
encourage their self-reflection;
• review the professional development plan together.
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Professional development
Implementing new practices is not
Professional development should be
an easy or quick process, so it is
ongoing and responsive to the
important to provide teachers with the
personal needs of teachers.
necessary support. One form of support
Professional learning takes place
is to create conditions for professional
during the workday and in the
development. It is important that this
workplace, and such learning
professional development is based on
activities are designed to improve
the essential principles of UDM. If
teaching practice. These activities
teachers apply UDM principles in their
include, but are not limited to:
lessons, they should also be reflected in
discussions with others, peer learning, mentoring, st
the course of professional development.
Following the UDM approach, these
For example, teachers are presented
forms are offered to male and female
with material in several different ways,
teachers as alternatives. Different forms
they are allowed to choose their own
of professional development open up
activities, support is provided (the
opportunities to share experiences,
principle of scaffolding is applied), and
learn from each other, and thus create
barriers are removed (or minimized).
a learning community of teachers.
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Learning
When creating a learning school community, it is
community
important to include everyone in the vision of implementing
UDM access, jointly discuss emerging difficulties, and
look for ways to solve problems.
Reflect:
• What results do we expect from students?
• How can we ensure assessment of student achievement
that allows them to demonstrate how they have learned
in different ways?
• If students are not achieving the learning goals set,
what potential barriers do we see and how could we
eliminate them?
• If students are learning successfully, how could we set them
new, but independently surmountable challenges?
An important feature of a learning community is the shared organization of the teaching
process, based on the UDM approach. Using various methods, the school encourages
collaboration between teachers (e.g., lesson study), during which they can plan lessons
together and discuss educational practices.
Educational content
UDM access provides the opportunity to review content and adapt it to the needs of
students. We have already discussed that school leaders create conditions for
professional development that create a learning community. Another responsibility of
the school leader is to raise important issues related to educational content with
teachers, for example:
• What should all students know and be able to do?
• What barriers might prevent this knowledge and skills?
• How can we create flexible opportunities to learn and share our knowledge?
Continued on next page
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The educational content should be flexible, i.e. provide the opportunity for students to
choose the most acceptable learning methods, tools and ways. The content should also
correspond to and promote the core values of the UDM: community, inclusion, equality,
tolerance, flexibility, determination, relevance, belief in the power of students.
Inclusive
school
culture
Applying UDM not only in educational practice, but also
at the organizational level, ensures an inclusive school
culture. A school culture that meets the needs of all
learners will help create an inclusive school.
The first step towards cultural change is to review existing
values.
Analysis of existing
Assess the extent to which the school's current values
school values
meet the essential UDM access provisions:
• community spirit;
• inclusion;
• equality;
• tolerance;
• flexibility;
• determination;
• relevance;
• belief in the powers of each student.
To understand the current school culture, it is worth conducting surveys of members
of the school community and finding out how different groups perceive the current
culture and to what extent it corresponds to the profile of an inclusive school.
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Flexible work organization
School activities based on the principles of UDM prioritize flexible work organization,
providing time for teacher collaboration, discussions, sharing of experiences, and professional
development.
Flexible working
organization
means:
• allocate at least 60 minutes per week for meetings at the
class level;
• allocate at least 60 minutes per week for meetings with data
about learning and achievements for analysis;
• the opportunity to meet regularly to discuss educational content;
• the possibility of organizing additional informal/optional
us class-level meetings during general planning and/or
preparation time;
• the possibility of holding additional informal and/or optional contentlevel meetings during the overall planning and/or preparatory
work time;
• student support services staff and teachers,
regular participation of part-time teachers in teacher meetings
where student progress is discussed;
• additional collaboration time not related to regularly scheduled
meetings, such as peer observations, briefings, teacher
professional development, etc.
If many of these practices are already in place in your institution, then teachers have the
opportunity to collaborate and plan the educational process together; if not, take time to
discuss and review the organization of school activities so that these practices can be
implemented.
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Universal lesson schedule
A universally developed lesson schedule is a tool that allows you to extend the learning time of
students who need help (e.g., provide individual consultations, create homework clubs, establish
all-day school, etc.).
When creating a flexible lesson schedule, it is necessary to take into account the different pace and
needs of students: some are suitable for an intensive pace with new challenges, while others need
more time and additional help. When constructing a flexible lesson schedule, it is necessary to
plan time for both male and female students.
Examples of creating flexible schedule
practices:
• short-term student contracts are drawn up
groups to delve into specific topics or
strengthen specific skills; • short-term
• Joint groups are formed based on students'
interests to study a certain topic; • At least
twice a week,
groups learn with students from another
class;
• learning consultations are organized (e.g.,
students from adjacent classes (if there are
the first lesson is dedicated to them; they
any at the school) are regrouped into
can take place in person or/and remotely,
new classes to study the same subject;
using the “windows” between lessons in
the schedule).
Please note that professional development
The roles of school principals in this process
opportunities, receiving and providing
are several: inspirers, supporters and
feedback are just a few of the activities that
motivators, team leaders, learning guides,
educational institution leaders can
and attitude shapers. Table 2.2 presents
undertake, alone or together with their teams.
the experience of Dauniškis Gymnasium in the
Utena district, which applies the UDM
creating an inclusive school.
approach, in the expression of different roles
of principals.
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Role
Resolution
Inspirational
The leader develops a positive attitude towards universal design for learning.
The community (leadership, administration, teachers) participates in training
and works together, striving to create an inclusive
culture, recognizing each person's individuality, needs, talents, and areas for
improvement.
Supporters and
promoters
Principals encourage and support teacher leadership and initiatives to apply
universal design elements in lessons. The Deputy Director for Education, who
constantly applies UDM elements in her lessons, actively shares personal experience,
conducts open lessons and consults colleagues, and helps teachers prepare
assignments with UDM elements.
By observing teachers' open lessons and discussing them with other observers,
they praise the teacher who led the lesson for the applied UDM elements, and
discuss where and what elements can be used in other lessons.
Teams
The leaders invite all interested teachers and the teacher teaches them how
to work and use the UDM elements in the lessons, advises and supports them.
concentrators
The teachers feel part of the team and share responsibility for the jointly created
inclusive culture and the implementation of the UDM elements in their school.
Learning guides
The whole community grows and learns together: they participate in trainings on UDM
and reflect on what they have learned, what and how they will apply it in their lessons.
During meetings of methodological groups, together with the supervising leader, the
participants agree on how they will apply the acquired knowledge, how they will work
and what methods or techniques they will apply. They regularly discuss challenges and
celebrate successes.
Policymakers
The task of the leaders is to form a positive attitude among teachers towards
the diversity of students, to recognize it and to change old attitudes about students
with disabilities. Only by recognizing and understanding the diversity of students
can teachers more successfully remove barriers and provide assistance in education.
Training is organized, sharing of good practices is encouraged, and meetings of
methodological groups are held to discuss and debate challenges relevant to
teachers, and jointly seek solutions.
Table 2.2. Experience of Dauniškis Gymnasium in Utena District, applying the
UDM approach, in the expression of different roles of principals
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Reflect:
70
Remember that every learner
(including you) has a unique
combination of strengths and
weaknesses that are context-dependent
and constantly changing. So
take time to reflect:
1. What are my activities that achieve the
the best results?
2. What aspects of my work need improvement?
3. Under what conditions do I learn best?
4. What can I learn from my weaknesses?
5. What tools can help strengthen my
abilities?
6. What can I learn from my social
will you?
7. Am I open to innovation and determined to
make changes?
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3.
Applying a
Universal Design for
Learning approach
in the educational process
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In the first section of these guidelines,
The first step towards organizing a
we discussed in detail the structure
successful educational process is to
of the UDM approach, its connections
decide on the principles that will underpin
with the physiological processes occurring
the educational process. These will
in the human brain during learning, and in
determine how students will be presented
the second, inclusive leadership - the
with new information, how educational
strategic and managerial level of
goals will be formulated, how they will be
implementing UDM principles. In the third
able to assess their own knowledge, and
section, we will discuss practical issues
what principles teachers will follow when
of organizing the educational process,
assessing student achievement.
which are revealed through understanding
student diversity, anticipating barriers,
the principles of students as learning
experts, and lesson planning and
organization.
Before you start planning this process, it is worth thinking about and assessing the
approach your education system is based on. You can do this by reflecting on your own
views and decisions and completing the self-reflection tool, a sample of which can be found
on the next page, and the full tool in Appendix 3.1.
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What do I know about the students
Very
Partially
Absolutely
I teach?
typical
characteristic
unusual
I know everyone's interests, hobbies, and
strengths.
I know what kind of difficulties everyone
experiences.
I know the strengths of each student with
identified special educational needs.
I know the reasons for each individual's
learning needs and the most
appropriate type of scaffolding to apply.
How do I connect knowledge about my
students to the educational content?
I bring the educational content closer to the
students' interests, current events, and their
individual hobbies.
When planning a lesson, I reflect on potential
obstacles for each person and plan ways
to avoid them.
Table 3.1. Part of the self-reflection tool
Self-assessment of the teacher's approach to the educational process
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3.1. Student diversity is
a natural phenomenon
How do we understand student diversity
are more inclined to listen to the text being
in the context of inclusive education based
read; still others would like to sketch or draw
on the principles of UDM?
the task, step back and think.
Some learn quickly, others slowly; some
When you first look at a classroom, you
concentrate in silence, others find it easier
might get the impression that all the
to learn together with others, through
students in the class (or at least most of them)
discussion and consultation; still others have
are similar. This is true, because most of them
individual educational needs related to
have similar needs: to experience success, to
disabilities, learning disorders or difficulties,
be recognized, to be able to express their
which enable them to seek unique ways of
opinions, to feel like full members of the class
learning.
community,
everyone uses the same cognitive, motor, and
Therefore, there is no such thing as an
other human-specific functions. For now, let's
"average student" - there is a group of learners
just explain the concept of the "average
in which everyone is different and at the
student," which is often taken as a point of
same time similar. Understanding differences
reference.
helps create conditions for everyone to
learn in their own unique ways, the most
If we look at each student more closely, we
acceptable in a given situation, which the
will see that each of them is unique and learns
teacher encourages the students
differently. Some like to read texts, analyze
themselves to choose as often as possible.
pictures or diagrams, others
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Imagine…*
One talented shoemaker received a huge
It's a good thing that the town has a
order - to create shoes for the town's
"Size Registry" - taking advantage of the
little first-graders.
system, the craftsman added up the shoe
He has little time, so he immediately
sizes of future first-graders and
began to consider how to optimize the
calculated the average. "These will be
creative and production process: "I can't
TYPICAL first-grader shoes!" - the
create an individual shoe model for each
craftsman happily began to fulfill the order.
child, I don't have the time for that, and
there is no need for it - after all, first-graders
are so similar." The shoemaker thought
After a while, everything was ready and the
about it and decided that the most sensible
"Vidurkis" shoes were waiting for their
thing to do was to create a standard
new owners. But still...
pair of shoes that would fit everyone.
35
32
36
33
34
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After distributing shoes to the first graders, the
This story illustrates that planning based
shoemaker quickly realized that something was wrong.
on the "average," typical, or standard
The "average" did not fit any of the
student is not effective. Every student is
children who came. All of them were either
special, unique.
too big or too small. One girl almost got
the right size, but she was also upset -
Student diversity is a natural phenomenon
the color of the typical shoes was her least
and cannot be ignored in education.
favorite.
* This and other “Imagine…” stories
The saddened shoemaker returned
in this chapter can be used to talk to
to his workshop with all the "Average"
students about learning using the
shoes and realized that the average
principles of UDM.
only exists in a statistical system. Life
requires a variety of shoes!
Average shoe
sizes:
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How to recognize student
differences?
Student observation
and reflections
Valuable primary information about students is
provided by careful
their observation. When organizing the
educational process, reflecting on it with
students and personally, and evaluating
students' work, it is worth recording not only
their achievements, but also these
aspects:
• how students analyze new material and what
learning styles support their understanding;
• where is the boundary of
understanding that raises
a challenge, but still independently
overcome - tasks completed at this
limit will promote students' confidence
and self-esteem; • what
independent learning skills students have or
lack, what they are interested in, what
abilities they have that can be used
when assigning tasks to consolidate new
• how students engage in the learning
process – what methods, what types of
tasks, and what environment help them
immerse themselves in learning;
knowledge.
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Individual education
When analyzing the documents of
needs analysis
students with identified special
educational needs:
Conversations with parents (guardians,
carers), school psychologists, social
• before the conversation with specialists
workers and other specialists will help to
Read the entire special educational
gain a deeper understanding of the
needs assessment report in detail.
characteristics of children with individual
Pay attention to what abilities and
needs, including those related to disabilities,
difficulties the child is emphasizing, as
learning disorders or difficulties. If an
well as the psychologists, speech
assessment by a pedagogical
therapists, and special educators;
psychological service has been carried
out, documents from the formal
identification of special educational needs may also• be
do helpful.
not limit yourself to conclusions and
recommendations alone – review the
When talking to specialists (special
conclusions of all specialists and
education teacher, psychologist, etc.),
specialists’ assessments. It is important
it is important to clarify:
to know and understand all the learning
processes specific to the student;
• record the child’s learning strengths, do
• what kind of barriers the student
not stop only at the analysis of
experiences and why – it is important to
difficulties. The analysis of difficulties
pay attention to the characteristics of
will provide valuable indications on
thinking, language comprehension,
what scaffolding can be applied, and
memory, and concentration; • what
the educational process based on the
educational principles help the student to
engage, understand information, and
maintain attention; • what kind of
scaffolding would help them participate
in the overall learning process
(content coordination, flexible goal
modeling, development of learning skills
and strategies, tools, dictionaries, etc.).
child’s strengths will create the conditions for success
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When communicating with parents
Monitoring student diversity is an ongoing
(guardians, caregivers):
task for the teacher – the results of this
process are not final.
• it is important to listen to parents' stories
Students develop, mature, and are influenced
about students' experiences at home -
by their environment, family, and friends, so
this will allow for a deeper understanding of
it makes sense to observe how personality
the context of life and activities, interests,
changes affect learning habits.
and learning characteristics. This knowledge
will help to link learning activities and goals
to students' interests;
• It is recommended to avoid one-sided informing
When working with new students, from
the very first lessons you can observe how and
parents about students' difficulties, as
what they say, how they behave, what their
this causes them anxiety and sometimes
body language is, how they react to different
despair. At the same time, it prevents the
situations. Note down your observations. With
teacher from understanding the children's
this data, you will be able to actively apply the
learning opportunities in the family, and
principles of UDM and plan the further
the parents from finding meaningful ways to
educational process, empowering students and
help. Instead, discuss and consult with
eliminating challenges experienced in the
parents about the difficulties you notice;
process. Subject teachers can share their
observations with each other during
• It is recommended to tell parents what you
methodological group meetings, present the
are teaching their child, how you are
results of the observations to class teachers, and
teaching them, what progress you are
fill out forms online (using Google, Microsoft
seeing, what teaching methods are effective,
Teams or other platforms commonly used in
and what help you expect from parents.
schools).
Such conversations will help to harmonize
attitudes and expectations towards the
child and purposefully expand the
educational environment.
Below we will offer some tools for recognizing
and observing student diversity.
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Tools for understanding student diversity
Example: Class profile
Observe students, identify their key characteristics, and note their strengths and
challenges. Note that even children with high learning potential experience
challenges in learning or communication. Children with disabilities, on the other
hand, have their own strengths that can be used to create an accessible learning
environment and enable them to learn successfully.
Student names
Student strengths
Difficulties experienced by students
Name
Strength
Difficulty
Name
Strength
Difficulty
Table 3.2. Class Profile Tracking Table
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Example: Fixing the learning pace
Record the variety of students' work pace - this data will help you plan lesson
activities and organize an effective educational process.
Rating scale: 1 – very fast,
2 – fast, 3 – average, 4 – slow, 5 – very slow, 6 –
needs help
Name
Name
Writing
Reading
Speaking
Thinking
Perception
2
1
3
2
1
Tempo
rating
Notes
For example: can be a helper for other students
Name
Name
Writing
Reading
Speaking
Thinking
Perception
5
4
3
5
6
Tempo
rating
Notes
For example: assistance according to the student's
needs (highlighting, reducing volume, etc.)
Table 3.3. Learning Pace Chart
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Example: Ability assessment
Teachers of different disciplines can create tables that meet their needs and
assessment criteria. For example, language teachers can study students'
linguistic expression skills, or in natural or social sciences - their ability to analyze
and summarize.
Dictionary
Name
Name
Picturesque
Uses similes, sayings,
artistic and stylistic
devices
Quoting, paraphrasing
Average
Poor
Notes
Table 3.4. Table for language teachers (vocabulary assessment)
Name
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Example.
Recording learning styles
Observe students' work in class, record the learning methods that are most beneficial
to them, discuss them with students, and use this information to plan and suggest
further educational processes (see Table 3.5, next page).
Table on the next page
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85
Name
Name
Good memory and
The ability to retreat behind
memorization
a screen or headphones
Name
Individual work
In pairs
In groups
Just calmly
In the hustle and bustle
Need help
We
Notes
would help.
Ways
Visual, graphic
Audio
Visual and audio
Active activity
Need help
Notes
Encourage the creation
of summary tables
and graphs
Table 3.5. Learning styles recording table
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Example: Choosing a preferred
You will respond to their needs, create an
learning style and expression
engaging learning environment, and promote
the development of learning skills.
If you assign tasks to students
In Table 3.6 below, students indicate how
Encourage students to choose their preferred
they want to participate in a lesson or
learning style. Reflect with them on their
complete a task. Teachers observe which
choices, learning activities, and outcomes.
methods children prefer and how they
By observing their learning processes in
change, and discuss this.
this way, you will get to know them better.
In the group
With a friend
One(s)
In silence
In the hustle and bustle
In creativity
Online
With a book
Discussing
Mark the circle with a check mark,
choosing your desired type of work.
Table 3.6. Tool for selecting preferred learning style and expression
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Reflect:
Does what you know about a particular
student help:
1. understand in what way the information
presented (visual, audio, through
active activities, etc.) would be easier for
him/her to analyze and
remember; 2. predict the level of complexity
analytical, creative activities would
challenge him/her, but remain
manageable; 3. assess how long the
student can maintain
attention; 4. predict what kind of learning
learning activities would be more accessible
(learning with others in the hustle and
bustle of work or individually in silence).
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3.2. Barriers encountered in the educational
process and how to overcome them
Imagine…*
Can a person in a wheelchair cross the street
independently at an intersection? The answer
depends on the design of the intersection. If
the curb at the intersection is high, this person
It is similar with barriers in the educational
process – a universal design approach to
learning helps to anticipate barriers and remove
them, thus empowering students to succeed.
will not be able to cross the street independently.
If the curb at the intersection is lowered, the
person will be able to cross the street
independently.
* This and other “Imagine…” stories in this
chapter can be used to talk to students about
learning through the principles of UDM.
In addition, a sloping street curb is useful not
only for people with disabilities - it helps when
pushing a heavy suitcase on wheels, a baby
stroller, if a person experiences joint pain, etc.
The main obstacle to successful learning is the
barriers encountered in the educational
Thus, a person finds themselves in a situation
process and in the environment. They can be
of disability due to an inaccessible environment.
related to the educational process or exist in
However, barriers can be avoided. There is no
the educational environment. In this subsection,
disability when obstacles are removed. The
we will discuss barriers in the educational
principles of universal design encourage the
process and measures to overcome them, and
creation of environments that are comfortable for
in the fifth chapter we will review barriers in the
all people.
educational environment.
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Barriers in the educational process
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How to anticipate potential learning
barriers and offer appropriate educational
Barriers in the educational process are
scaffolding?
understood as educational goals, organizational
methods or techniques, and tools used that
In order to decide what learning scaffolding
do not meet the needs of a group of
can and should be offered to students, it is
students or a specific student and hinder
important to identify the barriers and their
qualitative participation in learning processes.
causes. By observing student participation,
reflecting on learning activities with them, and
The education organized in the UDM
consulting with colleagues and specialists, it is
approach is aimed at anticipating and removing
possible to determine the nature of the
such barriers before the student encounters
difficulties and predict the scaffolding
them.
needed for a specific student in a specific
situation.
Educational barriers are divided into three
groups: skills, programs, and individuals
(Meier, Rossi, 2020). Skills barriers arise from
students' lack of skills to perform a certain
educational activity, program barriers - due to
limited accessibility of the educational
Skill A
barriers
program to students, individual barriers due to the mismatch between the educational
process and the special needs of students
arising from functional disorders or
disabilities. Regardless of the nature of the
barrier, the consequences are the same:
Programs
barriers B
learning processes for a particular student
are
The task of teachers is to anticipate possible
barriers and, by setting flexible educational
goals, changing the learning environment,
selecting learning methods, tools or
necessary assistance, create an effective
Individual
barriers C
scaffolding system and create conditions for
everyone to learn together.
Meier, Rossi, 2020.
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A
Skills barriers
The reason for these barriers is the lack of skills that other students have already
mastered. Skill barriers are short-term. By offering appropriate scaffolding and
support, the missing skills are gradually and consistently developed, and the
barrier is overcome.
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Challenge:
the student does not have the skills to perform a certain type of activity qualitatively.
Principles
Offer support tools for this activity that will help not only complete the task correctly,
of
but also develop the missing skills. For example, if a student has difficulty
scaffolding application: presenting thoughts in writing in a coherent manner, offer text-building schemes.
Challenge:
The student lacks basic knowledge – you see an obvious gap in their
knowledge that prevents them from successfully developing their knowledge.
Principles
Take the time to clarify what is unclear and consolidate this knowledge. Avoid
of
new material until the gap has been bridged.
scaffolding application:
Challenge:
the student is unable to use tools or resources that others use successfully.
Principles
Expect that students will not always be able to use the tool you have provided.
of
Students may not be able to complete the task because they lack the
scaffolding application: knowledge or skills, but because they lack information on how to use the tool
properly. Ask them about this and help them yourself or ask a more experienced
student to help.
Challenge:
the means are inaccessible to the student (due to disability or other reasons).
Principles
Replace these tools with ones that are accessible even if they are significantly
of
different from the tools used by other students. You will not single out a student if
scaffolding application: you offer several tools to everyone, not just him or her, and let them choose the
one that suits them best.
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Examples of measures to overcome skills barriers
Lithuanian language lesson in grade 4
If students' reading skills are poor, all
efforts are focused on (re)reading the
text. As a result, understanding the text
suffers. In order to ensure high-quality
understanding of the text, it is
important to develop the child's reading
Without waiting for reading skills to
improve, it is possible to offer tools that
will help the student read the text
fluently right now. This goal can be
achieved by having another student
read it, an audio recording of the text
you are reading, reading the text using
the Lithuanian language synthesizer
TILDÿ, etc.
high-quality participation of the child in educational processes,
skills. However, in order to ensure
Figure 3.1. Audio recording of text
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Graphic representation of the structure
copy of the diagram, leaving enough space
of an English essay
for additional information (Table 3.7).
Students will be able to use the space provided
If a student is having difficulty
to sign supporting information that will help
To help students present their ideas
them complete the task. You can also
coherently in writing, you can show a
prepare several similar diagrams, which differ
diagram depicting a detailed essay plan
in structure, size, font or colors.
(Table 3.8), or provide a diagram of the essay structure.
Introduction
Thesis: author’s
view clearly
identified
1 main idea
Topic sentence
Evidence
Topic sentence
Evidence
Topic sentence
Evidence
Conclusion
Table 3.7. Different essay structure schemes in English language lessons
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1
95
Introduction
General statements
Basic essay
structure
Thesis statement
An essay has 3
Outline of the main point
sections:
1. An Introduction
Section
2
Body
For 1. Topic sentence
2. Body
3. Conclusion
1. Support (with E&E)
2. Support (with E&E)
3. Support (with E&E)
Concluding sentence
For 2. Topic sentence
Paragraph
Topic sentence
1. Support (with E&E)
1. Support (with E&E)
2. Support (with E&E)
2. Support (with E&E)
3. Support (with E&E)
3. Support (with E&E)
Concluding sentence
Concluding sentence
For 3. Topic sentence
E&E = Evidence
1. Support (with E&E)
and Example
2. Support (with E&E)
3. Support (with E&E)
Note: the body can contain as many paragraphs
Concluding sentence
Section
Conclusion
as necessary to meet the
requirements of the task
and address the essay
3
Restate thesis
Summary of main points
Final comment
Table 3.8. Different essay structure schemes in English language lessons
question.
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You can provide more detailed explanations of parts of the essay (Table 3.9), formulated
phrases or specific words that will help you write the essay (Table 3.10), or useful phrases
(Table 3.11) that will expand your vocabulary and be useful when writing other written works
in the future.
#
Block
Topic sentence
Key topic (counter-argument) in this paragraph
Development
The main idea / topic (counter-argument) discussed
1
2
in more detail.
Example
3
Support / evidence / data / statistics that show your
developement is valid / credible.
Development
4
The 2nd main idea / topic (argument) discussed
in more detail.
Example
5
Support / evidence / data / statistics that show your
developement is valid / credible.
Summary
6
Table 3.9. Example of explanations for parts of an essay
www.academic-english.com/paragraphing
Overall main point summarised.
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Generalisation
Reason
Connecting
As a rule / For the
Because of / With this in
words in English
most part / In general
mind / In order to /
/ Generally / On the whole /
In fact / Due to / Owing to /
Overall / In
Since / Because /
most cases...
Leads to...
for essays
Condition
Introductory
I think / I believe /
I feel / In my opinion / My
favorite / The best / I Strongly
believe...
If / In that case / In
case / Unless / Provided
that / Providing /
Whetever / Depending on /
Suppose...
Place
There / Here / Behind
/ Nearby / Next to / At that
point / Opposite to / Adjacent
to...
Sequence
Time
Certainly
After this / Then / At this
Meanwhile / Throughout /
Obviously / Certainly
point / Earlier
Along / During / At
/ Plainly / Surely / Of
/ Later / Later on /
present / Presently /
course / Undoubtedly /
Afterwards / To begin with /
Currently / At last /
Definitely / Absolutely /
Initially...
Immediately...
...
Concession
Admittedly / All the
same / Up to a point /
Even so / In spite of /
Although / Even though...
Table 3.10. Formulated phrases or specific words for English lessons
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Writing essays
Opening:
It is often said that ...
...
Nowadays ...
/ Many people claim that ...
/ These days ...
/ In this day and age /
/ We live in an age when many of us / ... is a hotly-debated topic
the most that often divides opinion. / ... is often are ... discussed yet rarely understood. / It goes without saying that ... is one
important issues facing us today. / The following essay takes a look at both sides of the argument.
Introducing
Firstly, let us take a look at ...
points:
considering ...
/ To start with, ...
/ Secondly, ...
/ What is more ...
/ Thirdly ...
/ On top of that, ...
factor to consider is ...
/ First of all, it is worth
/ Furthermore, ...
/ In addition, ...
/ Another point worth noting is ... / Another
/ Lastly, ...
/ Last but not least, ...
/ Finally, ...
Presenting
When it comes to noun / gerund, ...
In terms of noun / gerund, ...
ideas & giving
With respect to noun / gerund, ... Not only ... but also .../ According to / Research has
found that ... experts, ...
examples:
...
instance ...
/ There are those who argue that / For
/ For example ... / such as ...
Expressing
to ... / / Therefore,/ ...
As a result of .... , ... has resulted in As a result, ... / ... has led
result and
Consequently, ...
reason:
reason behind this is ...
Contrasting:
Although / Even though subject + verb, ...
gerund, ...
/ On account of ...
To sum up, ...
/ However ...
/ In conclusion, ...
everything into consideration, ...
argument, ...
Opinion:
/ One
/ Despite / In spite of noun / / Despite
/ On the one hand ...
the fact that subject + verb, ...
On the other hand ...
Concluding:
/ Due to ...
... /
/ Nevertheless... / Even so ...
/ All things considered, ...
/ Taking
/ Weighing up both sides of the / The
advantages of ... outweigh the disadvantages.
As far as I‘m concerned, ...
/ From my point of view, ...
/ Personally speaking, ...
/ My own view on the matter is ...
Table 3.11. Formulated phrases or specific words for English lessons
/ In my opinion, ...
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If you notice that a student has difficulty using present tenses in English,
prepare additional exercises or visualizations (Tables 3.12, 3.13) that explain in
more detail how and when different present tenses are used.
1
Present Simple
2
verb + (-s / -es)
Past
Present
have / has + past participle
Future
I like it.
You are a very nice person.
Mary wants to be a model.
3
Past
Present Continuous
Present
I am washing all the dishes.
He is not studying very well.
Are you listening to the music?
Present
Future
I have finished my homework.
She has not been to London.
Has she ever ridden the horse?
to be (am / is / are) + ing form
Past
Present Perfect
Future
4
Present Perfect Continuous
have / has + been + ing form
Past
Present
Future
I have been doing my test for 5 hours.
I have not been doing my test for 5 hours.
Have I been doing my test for 5 hours?
Table 3.12. Visualization of present tense usage and examples for English lessons
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Positive
sentences
I am sleeping.
You are sleeping.
He / She / It is
sleeping.
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Negative
sentences
Questions
?
I am not sleeping.
Am I sleeping?
You are not sleeping.
Are you sleeping?
He / She / It is not
Is he / she / it
sleeping.
sleeping?
We are sleeping.
We are not sleeping.
Are we sleeping?
They are sleeping.
They are not sleeping.
Are they sleeping?
You (plural) are
You (plural) are not
Are you (plural)
sleeping.
sleeping.
sleeping?
Table 3.13. Examples of positive, negative and interrogative forms of the present tense
for English lessons
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Mind map
(-s) who have difficulty planning and
writing an essay (Table 3.14). Mind
The mind mapping method is
mapping helps students learn to
adaptable to each discipline. For
generate ideas, classify them, and
example, it will be useful for students
present them visually (Table 3.15).
Notes
Idea
Notes
Topic
Topic
Idea
Keyword
Keyword
Notes
Idea
Notes
Topic
Subject
Idea
Topic
Keyword
Keyword
Notes
Idea
Notes
Topic
Idea
Topic
Keyword
Keyword
Table 3.14. Mind map for generating ideas/examples
Notes
Main Example 1
Idea
Keyword
Notes
Main Idea
Main Example 2
Idea
Keyword
Notes
Main Example 3
Idea
Keyword
Table 3.15. Idea generation for an English lesson
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If you notice that a student is having difficulty using the tools to measure
angles, prepare illustrations (Example 3.2). You can also offer pre-prepared
YouTube videos on the topic.
60º, n=3
90º, n=4
45º, n=2
30º, n=1
0º
Figure 3.2. Illustration for measuring angles
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B
Program barriers
The content and learning methods used in lessons are not always accessible to
all students. Teachers should consider the educational context, student diversity,
and classroom changes that may hinder learning when creating conditions for
effective learning for all students.
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Challenge:
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If you organize the learning process based only on the textbook and assign
a lot of reading tasks, it will be challenging for students who have difficulty
reading or understanding the text they are reading.
Principles
Create a flexible learning process: use not one, but several different methods
of
or approaches to explore a topic. In addition to reading a text, you can offer to
scaffolding application:listen to a recorded text, talk with peers, discuss, watch videos, learn dynamically.
These methods help to understand in different ways, but all lead to the same
goal.
Challenge:
If you talk and comment a lot during lessons, meaning that your lessons are
dominated by verbal communication, it will be challenging for students who
have difficulty understanding verbal information or maintaining attention while
listening.
Principles
Use methods that enable students to understand the same information in
of
different ways. For example, have students read the textbook text, on the
scaffolding application:basis of which you will explain new material in class, in advance, at home.
Students, knowing the context of the information discussed orally, will better
understand the verbal information. Visual material can also help: draw simple,
illustrative diagrams on the board, write
words.
Challenge:
If the pace of learning is very intense and many different topics are discussed
simultaneously in different disciplines, students who absorb information
more slowly will experience a challenge.
Principles
Reduce the intensity of learning by applying interdisciplinary integration.
of
Collaborate with colleagues, plan the same topics across lessons in different
scaffolding application:subjects.
The same topic, studied in history, literature and geography lessons, can
complement and expand students' knowledge of various aspects of the
same topic, deepen students' understanding and reduce the amount of work.
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Examples of measures to overcome program barriers
Detailed lesson plan for the month
will provide an opportunity to delve deeper
into the topic at home. We recommend
By providing a weekly or monthly plan,
sharing this lesson plan not only with older
you will give students the opportunity to
students, but also with primary school
learn and prepare at their own pace.
students. In this way, from the first
Slower learners will be able to calmly
grades, children will develop independence,
review what they need to learn. By
involvement, introspection, and learn to
seeing the grades and homework for
manage the learning process.
each lesson, they will be able to plan
their time, do some things earlier, and
Table 3.16 on the next page provides an
do some things later (but always in
example of a monthly English lesson plan.
agreement with the teacher).
Additional educational materials include-
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Data
Homework
09-02
Getting to know each
106
Classwork
Notes
other (susipažinimas)
Making agreements
(agreements)
09-05
Class requirements
Classwork
and study plans
completed at home
(agreement on rules
and discussion of
learning plan)
09-07
Goals and
If you don't
expectations
attend class, you study
(setting personal
according to the plan.
goals and expectations)
09-09
How to reach goals?
If you don't
Speaking at Future Jobs until
(How will we
attend class, you study
October 5 (supporting
achieve our goals?)
according to the plan.
information online).
Access via the Internet:
Link
09-12
Words 1
Speaking tasks
Ex. :1-8 Reading and
Finish class work
Future jobs plan:
• What does it involve
Speaking. Present
at home.
• Education/
Module 1. Future jobs.
Textbook pages 4-5.
tenses p.6 ex.:1-3
qualifications
• Personal qualities
• Work conditions
• Equipment/gear
• Responsibilities
• Why this job is useful/
needed?
09-14
Present simple and
Words 2
Explanation of the use of the
continuous
present tense. Access via the
tenses Grammar
Internet: Link, reference
book: pp.4-6 ext.: 1-9
Table 3.16. Detailed class and homework plan for English language lessons (per month)
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C
Individual barriers
These barriers are specific to a particular student and are often related to
individual needs, including those related to disabilities, learning disabilities or
difficulties. The principles of scaffolding are selected taking into account specific
needs. When planning scaffolding to overcome these barriers, teachers should
take into account the characteristics of the student's activity and the nature of the
planned educational activity and anticipate what could complicate the learning process.
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Barriers to processing auditory information
Challenge: The student listens
Principles of scaffolding: replace or
attentively, follows the speakers, hears
supplement the information conveyed
well, but when retelling, discussing, or
by sound with its representation:
writing, conveys the content
replace listening with reading, if you are
inaccurately, as if trying to guess what
telling, use visualizations (illustrations,
was being said. If you notice this, it is
drawings, diagrams). Find the most
likely that this student is experiencing
comfortable seating position for the
auditory perception difficulties, even
student (this will not necessarily be a
though he or she does not have a hearing impairment.
bench at the front of the classroom).
Try several benches and see where
In other cases, a student cannot rely on
he/she hears best. If the child uses a
auditory information qualitatively
hearing aid, encourage the parents to
because they have a hearing disability.
provide an FM system that, working
Please note that even children who
together with the hearing aid, will
use hearing aids do not always manage
isolate the noise of the environment.
to hear verbal information qualitatively.
When teaching these children, use
For students who use hearing aids
more written information, do not forget
or cochlear implants, certain audio
to adapt the story, because children
equipment can make it difficult to hear
with auditory perception disorders
if it is not properly positioned in the
often use simpler language, it can be
classroom.
difficult for them to understand abstract
concepts.
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For example, if you are talking about
109
Alodas
Feuds
Benefit
feudalism orally, you can draw a diagram
at the same time (Figure 3.3). When
you talk, do not turn to the board - some
Feudalism
students lip-read while listening.
Feodalas
Senior
When a deaf child participates in a
Vassal / Lord
Precarious
Investiture
lesson with a sign language
interpreter, consider how to use
Vassal / Lord
visual materials so that they are not
Vasalas
Peasant
serf
presented at the same time as the
teacher is speaking (it is impossible to
lip-read or watch the sign language
Vassal relations
interpreter and at the same time pay
attention to what is shown on the
screen or drawn on the board). It is useful
Feudal division
to present terms or new concepts
separately, so that the child can see
them constantly and return to them after the lesson.
F
It is worth sharing specific terms with
F
F
F
the sign language interpreter before
F
F
the lesson begins.
F
King
Immunity
F
F
F
Figure 3.3. Representation of the scheme of feudalism
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Barriers to seeing and processing visual information
Challenge: the student looks at illustrations,
A child with dyslexia may benefit from
pictures, diagrams, but comments on their
using a fingertip at the bottom of the line or a
content very inaccurately, has difficulty
double reading ruler, sometimes with colored
recognizing letters when reading, confuses
text overlays. A child with low vision may
them, and has difficulty remembering them.
benefit from using text with enlarged, unscribed
If you notice this, it is likely that the student
letters (Arial or Calibri size 14, 16, 18).
is experiencing difficulties in perceiving visual
information. Although he or she sees well, a
different image is created in the brain than it
Visual material (pictures, maps) will be
actually is. This disorder often leads to certain
easier to recognize if you remove extraneous
forms of
images from the viewing field. Show the
Dyslexia, when a student cannot decipher
pictures to a child with poor vision and comment
text because they cannot recognize visible
on them.
letters.
A visually impaired student may be studying
Blind children form images through touch,
in the classroom. The barriers they
so give them objects in their hands and
experience are related to the inappropriate
comment in detail on their shape, color,
format and/or size of text, drawings, pictures,
and textures while they are touching them.
and the distance of objects to them.
Blind students use Braille or computers with
Meanwhile, the barriers of a blind student are
a special program (e.g. JAWS) installed to
related to the limitation of seeing images of
read and write. These students will find their
symbols, pictures, objects, and the environment
way around the classroom better if objects
with the eyes, and of orienting oneself in the
have permanent places, the doors of offices
environment with the help of vision.
and classrooms in the school environment
are marked with raised signs, and the floors
Principles of scaffolding: in all these
and edges of stairs are marked with
cases, replace or supplement visual
embossed surfaces.
information with audio (voiceovers, verbal
comments).
Invite another student to read or narrate
You will reduce barriers to spatial orientation
the text, use the virtual library ELVIS
if you use the opportunities provided by the
curriculum to organize orientation and mobility
services.
exercises.
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Examples
Using the double reading ruler
(Fig. 3.4)
A narrow reading ruler strip separates
a single line of text being read or written.
This tool reduces the number of
images, helps you focus on the line
being read, and prevents letters from
getting scattered across the line.
Figure 3.4. Double reading ruler
Example of visual information
customization (Figure 3.5)
If there are students in the class who
have difficulty understanding visual
information, apply visual aids: change
the font, size, reduce the number
of details. You can also supplement
visual aids with an audio recording or
text synthesis that would explain the
information being displayed, or with an
oral narration.
Figure 3.5. Presenting maps to children
with visual processing difficulties
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Barriers to cross-modal information processing
Challenge: The student is good at
Example: Sound-isolating headphones
perceiving auditory and visual
can help you isolate yourself from
information, but has difficulty when
auditory information when working
asked to analyze both visual and auditory
with visual perception.
information at the same time (to observe
and listen simultaneously).
Principles of scaffolding: allow
the student to analyze visual and
auditory information separately. For
example, do not require them to look
at a map, drawings, or pictures while
listening to their verbal commentary.
First, discuss what the student needs
to see in the material being
demonstrated, and then offer to
examine it all.
Figure 3.6. Sound-isolating headphones
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Barriers related to motor coordination
Challenge: Students find it difficult to:
Principles of scaffolding: replacing difficult
tasks with accessible ones.
• perform tasks that require
precise fine motor movements (writing
• When it is difficult to perform tasks that
text legibly, drawing, painting, tying shoes,
require precise fine motor movements,
etc.), due to difficulties in perceiving the
suggest writing the text on a computer
direction of movement of body parts; •
instead of a pen.
analyze visual information and at the
If you provide already drawn drawings,
same time perform precise fine motor
you will enable the child to complete the
movements (copying letters, drawing
tasks in the same way as everyone else,
according to a visual example); •
but without having to go through the
simultaneously analyze auditory
difficult stage (drawing the drawing);
• when it is difficult to perform precise
movements while observing and
information and perform precise fine
analyzing visual information, replace
motor movements (write a dictation,
tasks such as copying, rewriting, drawing,
draw according to verbal instructions,
and performing physical exercises while
etc.).
observing a demonstrated example with
creative tasks or tasks based on verbal
instructions;
• When it is difficult to respond to sound with
precise movement (writing down a dictation,
musical rhythms, dancing to music, etc.),
replace tasks with ones that do not require
precise movements in response to sound,
such as performing movements in silence
or while observing visual examples.
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Barriers related to
memory processes
Challenge: Some students experience
difficulties due to memory impairment:
Mathematical
thematic
manual
storing information in short-term or
long-term memory, memorizing auditory
or visual information due to a significant
imbalance between auditory and visual
memory, using memorization and
specific information recall techniques.
For this reason, children constantly lack
the necessary information.
Principles of scaffolding: Constantly
repeating information to these students
is not a good solution. Show them how
to find the necessary information in
all possible sources of information
(reference books, dictionaries, Internet
access, etc.) and allow them to use it
during lessons.
Students should store more specialized
information used in the learning process in
their own reference books. Teach them
to distinguish essential information from
non-essential information, classify it
when creating reference book sections
according to the nature of the information,
record it and use it in learning processes.
In the photos (Figure 3.7.) we see a
notebook of mathematical rules, formulas,
and examples, which the student
Figure 3.7. Students' thematic
mathematics reference book
consistently supplements.
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Barriers to reading comprehension
Challenge: For some students
I will highlight the concepts in a different color,
(s) have difficulty understanding the text being
and provide explanations for more complex words.
read due to impaired memory processes,
For students who have difficulty understanding
insufficient concentration, difficulties in
verbal information, you can supplement
deciphering and reading the written text, and
the text with drawings, diagrams, and tables.
large text volume.
For those who have difficulty reading, provide
the text in a larger font, use double reading
rulers, read short texts aloud to the whole
Principles of scaffolding: the perception
class, use text synthesizers, screen
of the text being read
readers, and audio books. During the process,
In case of difficulties, we recommend preparing
constantly ask for feedback to make sure
audio/video recordings or providing links
that the reading material is understood.
to online audio
/ video sources on a specific topic. If
there is not much text, but there is a chance that it
will be difficult to understand, underline the essentials
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writing or reading). Adapting tasks for children
Barriers due to
general learning disabilitieswith general learning or intellectual
disabilities according to their abilities will
help them develop a positive attitude towards
Challenge: The difficulties of students with
themselves and learning the subject.
general learning disabilities are related to
the processing of all types of information,
but with the right scaffolding, they can
analyze information and generalize.
Students with intellectual disabilities can
perceive information received through all
In the picture on the next page (Figure
3.8.) you can see tasks designed to learn
body parts. Students are offered 3 picture
options with tasks of varying complexity:
senses, but they have much more difficulty
analyzing, comparing, and generalizing it than
their peers. It is more difficult for them to
understand abstract concepts or figurative
meanings, because these students' thinking
is concrete. They easily answer the questions
"who? What does it do?", but have more
difficulty finding an answer to the question
"why?". By taking into account the
peculiarities of these children's thinking when
presenting information and formulating tasks,
they can learn together with their peers and
achieve personal progress.
Option 1 – all body parts are
demonstrated and named (repeat
information), option 2 –
Body parts are demonstrated, but names
need to be assigned (associate the name
with the object), option 3 - the names of
body parts are written in the places provided
for them (recognize and name the
object).
Students can choose the level of difficulty
they want to complete the task, or
complete all of them in order of increasing difficulty.
Principles of scaffolding: focus on building
basic knowledge and skills, offer more
examples of tasks, encourage shared
learning with peers. Suggest choosing tasks
that are visual, with short, clear, and
structured instructions. It is worth creating tasks
that engage students’ senses and fine motor
skills (stacking, sorting, cutting, gluing, etc.),
The plain language method can also be
used as a scaffold to help present information
in a way that is understandable to
individuals with reading and comprehension
challenges (for more on plain language, see
the resource library resource “More on the
Plain Language Method”).
not just
Picture on the next page
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Option 1
Option 2
Option 3
head
hair
nose
eye
mouth
ears
neck
tooth
breast
breasts
elbow
hand
finger
brush
clubs
who
road
ankle
finger
foot
head
hair
nose
eye
mouth
ears
neck
tooth
breast
breasts
elbow
hand
finger
brush
clubs
who
road
ankle
finger
foot
Figure 3.8. Recognition of body parts
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Barriers due to attention, selfregulation, behavioral difficulties
Challenge: students have difficulty
If you notice that your child is moving, looking
concentrating, are distracted by the slightest
around, or unable to sit still at a desk and work,
environmental stimuli, lose consistency in
let them walk or sit on a balance chair.
achieving their goals, are very mobile, cannot
stay focused on learning activities for the entire
(Fig. 3.10) or a gymnastic ball (Fig. 3.11).
lesson, and react impulsively to the environment.
Maintaining students' attention while completing
assigned tasks can be helped by an online timer
Children with autism spectrum disorder have
displayed on the screen in front of the class (Fig.
difficulty accepting changes in their daily routine
3.12), which shows the time allotted for
or environment and react to them violently.
completing the task.
Children will divert their attention from the
classroom environment by associating the time
Principles of scaffolding: Difficulties with
limit with their work.
a child’s self-regulation are determined by
processes occurring in the nervous system. In
You can create a calm learning environment
most cases, you will successfully remove
for a child with autism spectrum disorder by
barriers not by trying to limit their behavior, but
discussing the daily schedule with them and
by giving it meaning. If the child is distracted by
marking it with communication cards (Figure
extraneous sounds in the classroom, encourage
3.13). The student will know what activities are
them to put on noise-isolating headphones (Figure
planned for the day, and will be able to monitor
3.6); if the activity of other students interferes
what activities they have already completed
with concentration, allow them to complete the
and what they still need to do. If there is a need
task while sitting behind a screen (Figure 3.9).
to change the daily schedule, be sure to discuss
Perhaps a brief withdrawal from their work will
this with the student.
help to control the student’s attention. Then
In this case, talk to the student, ask them to
step back, and then refocus their attention to
continue working. This will extend the time of
voluntary attention.
Examples on the next page
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Figure 3.10. Balance chairs
Figure 3.9. Easy-tofold screen to create a
Figure 3.11.
Gymnastics ball
quiet environment in the
classroom
00:03
Figure 3.12. Online
Figure 3.13. Alternative
countdown timer
communication cards
Please note that the scaffolding
You learn in different ways. This is a way
suggested above, i.e. methods and
to create an inclusive educational
tools for overcoming barriers, are used
environment that is accessible to all
in the general learning process. In
students and conducive to successful
many cases, although they are
learning. Read more about barrier-free
adapted to a specific student, they can
educational environments and facilities
be effective for the whole class. It is
in Chapter 5, “Barrier-free school
important to allow them to choose and
environment and diversity of educational facilities.”
try out, combine, thus discovering their strengths, benefits and
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Reflect:
1. When planning a lesson, do you review
You have assessed all students and
anticipated potential barriers related to:
2. For multiple learning purposes?
3. In the intended learning methods and
tools?
4. Planned methods of analyzing new
material?
5. In the methods of assessing
achievements?
6. Learning environment, communication and
collaboration opportunities?
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3.3 Students – learning
experts
How do we understand a student
– a learning expert?
According to the UDM approach,
educational goals are broader than the
knowledge acquired by students. Particular
attention is paid to the process during which
Expert doesn't
mean know-it-all.
this knowledge is acquired. Teachers encourage
active, independent learning. Each student is
viewed as a responsible participant in the
process, capable of understanding learning
activities and making meaningful choices.
Educational content is presented through
processes of exploration and discovery:
raising problematic, guiding questions,
encouraging substantive thinking and
original problem solving, and thus enabling
monitoring and reflecting on the progress of
one's activities.
Expert means
someone who seeks
knowledge.
Collaboration increases student engagement
in the learning process.
Communicating with your peers
and peers, children gain a desire to learn,
their self-confidence and self-esteem grow,
and their cognitive abilities also improve.
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Imagine...*
Imagine that one day you invited your friends -
lactose intolerant, several are vegetarian, two
a group of 20 people - over for a festive
are vegan, and one comes from a religious
lunch.
family that does not eat pork. Due to such
To avoid any unpleasant incidents or
a variety of eating habits, you were
misunderstandings, you inquired about their
confused and started thinking about how
eating habits. After a short survey, it turned
to balance everyone's interests while
out that some of them were allergic to
respecting everyone's needs and characteristics?
vegetables, some were intolerant to them.
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This story can end in two ways. Choose which of the options
sounds more appealing to you.
You will prepare an individual dish for each person, meeting their
A
needs and preferences. This will take a lot of time and resources,
and you will eventually get tired of cooking. And the worst thing is if
during dinner it turns out that some of the guests want a different dish
than the one you planned. This can arouse anger and dissatisfaction in
you with the celebration, the guests, and yourself...
You think it's not worth cooking 20 different dishes. It's better to
B
organize a party on a buffet principle! You will spend some time
brainstorming about what products you will need and how you will
prepare the party space so that everyone can choose what is most
delicious. During such an event, you will avoid situations when guests
will look enviously at each other's plates - after all, everyone will be
able to choose the dishes they want. And at that time, you will feel
calm and have time and energy to chat!
?
So, how would you choose to end this story?
This story teaches us that, given the
This increases motivation and the ability to
opportunity, students can choose the
assess your progress and set new goals.
most appropriate learning methods that
meet their individual needs. By
* This and other “Imagine…” stories in this
developing independence, they become
chapter can be used to talk to students
learning experts. The flexibility of the
about learning through the principles of
educational process allows everyone to
UDM.
model their own learning, try different
methods and forms, and learn about their
Story by K. Novak. UDL vs DI: The Dinner Party
strengths and weaknesses.
Analogy
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Developing
the skills of a
student-learner expert
124
1. involving students in the process,
by engaging in learning content or
methods;
2. presenting knowledge to the student or teacher
in the most favorable way for the Chinese,
creating conditions for understanding,
Becoming a learning expert is
promoted by a consistent process of three
Application of UDM principles:
analysis and
interpretation; 3. organizing strategic
learning, encouraging the student to set
individual goals, plan the process of their
implementation and demonstrate their
knowledge in various ways.
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Principle 1: Provide different tools and methods
to engage and engage in learning
Why am I studying?
Engaging in the learning process will
• active cooperation with others
develop the abilities of motivated and goal-
those learners and sharing-
oriented students.
sis ideas will increase belief in success and
reduce potential tensions; •
The learner's emotional response to the
encouraging students to seek various task-
proposed learning objectives and content will
solving strategies will develop students'
determine his/her engagement in learning.
independence; • a
It is important to remember that different male and
teacher's sincere belief in students' success
female students learn in a classroom, so
will have a greater engaging effect
engagement in the educational process will be
than abstract encouragement to strive for
determined by different motives:
successful learning; • culturally
responsible education,
• the connection of educational content with
when student diversity is discussed as a
students' interests, current life issues,
value and strengths, not shortcomings,
expectations of expected results, and other
are emphasized, will strengthen
elements of students' life context -
communication and self-confidence of
educational activities will seem more
students with external differences.
meaningful;
• accessible, yet a personal challenge
Challenging goals will strengthen motivation;
• an inquiry-based learning process will
For examples, see Appendix
promote a positive attitude towards
3.3.1. “Learning Organization Methods That
education as students are empowered to
Promote Student Engagement.”
discover and understand;
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Principle 2: Provide a variety of tools and
methods for presenting information
What am I learning?
Presenting knowledge and analyzing it in a way
• understanding can be significantly improved
that is most conducive to student understanding
The appropriateness and diversity of the methods
will develop the abilities of resourceful and
you use, e.g.: enabling students to collect
clever students.
information from various sources, interpret it,
transfer it to concept maps, and verbalize it; •
In response to the diversity of students, information
active joint activity of students in analyzing
is presented in different and most favorable ways
information will lead to a deep and rich perception
for each: • by activating students'
and understanding of it.
existing knowledge before presenting new ones,
you will create an integral context for
identifying, analyzing and understanding new
For examples, see Appendix
information; • use information and other
3.3.2, “Presenting teaching materials for
technologies,
understanding in different ways.”
because you will be able to vary: present
information in text, language, animation,
image; this will help students understand the
topic in the most favorable ways; • use
various information activities
centring and marking tools, as this will focus
students' attention on essential details that are
significant for understanding and
comprehending the information;
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Principle 3. Provide different means and
ways of expressing activities and knowledge
How am I learning?
Tasks assigned by teachers that
• self-directed learning through creativity in
encourage independent thinking
various genres (texts, comics, music,
To study and plan the learning process
drawing, sculpting, dance, acting, etc.);
towards a set goal will develop the
abilities of strategic, goal-oriented
students.
• self-directed learning through collaboration
and communication (social media,
interactive internet tools, commenting
The ability to independently apply the
tools, discussion forums, chats,
knowledge to achieve the intended goal
website development, animation and its
and result, to model the process and
presentations, etc.); • strategic learning
monitor the effectiveness of this process is
through
a very important stage for a student's
deep learning and to demonstrate their
physical activity, which has different
knowledge. Independent learners develop
requirements (speed, range, volume),
the ability to use their knowledge in various
various tools are provided for performing
situations and contexts.
physical actions (pens, keyboard,
brush, pencil, plasticine, clay and
Taking into account the differences in
students' learning activities, teachers
suggest or allow students to come up with
activity models that allow them to develop
kt.);
• students are encouraged to move out
complex but realistic performance goals;
their activity process in different ways,
individually or together with others, and to
demonstrate their knowledge in the most
convenient way:
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• learners are provided with
128
• Methods oriented towards learning mastery
goal formulation models and tools
are used to assess results, encouraging
(guidelines, control questions, etc.),
the student to improve their work and
discussing the goals set;
achieve the highest personal result.
• students' efforts are encouraged and
supported, resources are provided, and
difficulties are noted;
• scaffolding is offered, which is reduced as
students' independence increases
For examples, look at:
Appendix 3.3.3 "Variety of Activities and
Expressions in Learning".
(recorded texts, calculators, apps, etc.);
Reflect:
Are your planned methods of
organizing training:
1. will stimulate students' interest and
strengthen their motivation to engage
in planned activities; 2.
will not create learning barriers; 3. will
provide an opportunity to analyze new
knowledge in a way accessible to the student;
4. will encourage planning, modeling and
to carry out the task in unique ways;
5. will encourage cooperation in learning; 6. will
encourage the learner to improve their work
and achieve the highest personal results;
7. will be willing to reflect with
students, their goals, activities,
desired results, and learning process.
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3.4. Lesson planning in
UDM access
When planning a lesson, it is recommended to consider the classroom in which the
lesson will be organized, the learning characteristics of students, and their possible
expectations and interests. It is also recommended to prepare a lesson or lesson
cycle plan sequentially, following the UDM planning stages, which are aligned with
neurocognitive processes.
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Lesson planning sequence and recommendations
1.
The goal of a topic or lesson is formulated for students.
It should be noted that all students have the same goal, but the level of achievement,
learning methods, and tools used may be different. The most favorable learning
Goal
methods and tools will be chosen by the students themselves, while helping the teacher
formulation
to understand the specifics of their learning.
For example: understand the change in the states of water under
the influence of temperature and describe it in a chosen way.
When formulating a goal, consider:
• how you will discuss the goal with the student(s);
• how you will encourage reflection on the goal by actualizing it through students' activities and
in contexts of interests;
• how you will encourage them to express their insights on the relevance of the topic and its
analyses;
• how you will break down the goal into parts that will allow you to achieve it in a personally accessible way
at the household level.
2.
It is important for students to know what outcome is expected of them, so it is
important to agree on:
1. what knowledge they will have to demonstrate;
Result
2. in what ways they will be demonstrated.
prediction
Learners are offered different ways to achieve their goals and demonstrate their
knowledge.
For example: The change in states of water with temperature can be described as:
• discussing the progress and reasons for the process;
• creating a comic about a drop of water turning into a piece of ice;
• creating a story "The Story of a Cube of Water in a Drinking Glass";
• in a way devised by the students themselves, how they will describe the change in the states of
water under the influence of temperature.
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3.
131
Students have different abilities, knowledge, needs and interests. These differences
create barriers that prevent them from achieving their goals or demonstrating their
knowledge in the same way that most students do. Barriers are identified by considering
Provision
the learning characteristics of each student. Once barriers are identified, appropriate
of barriers
scaffolding is provided.
and scaffolding
For example: A student with a visual impairment or visual perception disorder
will not be able to watch a video about ice turning into water shown by a
teacher with good quality. Possible scaffolding:
• a comment from a classmate;
• video on a tablet or other device;
• an ice cube, which the learner can touch with their fingers and watch as the ice turns
into water;
• questions that help with focused thinking, etc.
4.
By arousing students' interest in the topic under study, it is possible to achieve a more
focused and meaningful engagement in the learning processes. The arguments
motivating students can be varied and individually adapted.
Different ways
to engage
with the topic
For example:
at hand
• the introduction to the topic under consideration is literary and intriguing;
• the topic under consideration is related to current issues in students' lives;
• students are given a choice of learning methods for the topic
opportunity.
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5.
132
Students' understanding varies due to their academic, behavioral, emotional,
linguistic, and other differences. By connecting learning materials to available
information, teachers facilitate qualitative analysis and understanding.
Different ways
to
understand
the topic at hand
For example: the change in the states of water under the influence of
temperature can be analyzed in a method or methods chosen by the learner:
• reading literature;
• researching;
• watching video footage;
• browsing the Internet and gathering information;
• discussing in a group of learners;
• by analyzing individually.
6.
The essential goal of learning is to develop students' subject-oriented thinking,
the ability to apply new knowledge, and transfer it to other contexts. Teachers
Different
ways of learning
through
allow students to choose a learning activity from several suggested ones,
through which they will set a goal, plan implementation steps, and monitor
progress.
strategic
modeling
of selected
For example: how the state of water changes with temperature can be
revealed by choosing one of the proposed methods:
activities and demonstration of knowledge
• gather information and prepare questions for a quiz;
• prepare a story and publish it in the learning group or in learning media;
• create a poster describing the change in the states of water under the influence of temperature
temperature;
• create a script, perform a play, prepare an advertising message, etc.
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A very important part of the educational process is systematic reflection by
7.
students on their participation, learning experiences, successes and failures
and their reasons. By constantly reflecting on learning processes, students
Reflection
develop the ability to know and manage them, recognize their abilities and
develop self-regulation skills. By observing students' reflections, teachers deepen
their knowledge of students' personal progress and the effectiveness of the
organized educational process. Reflection can be done in various forms: through
a conversation, a survey, answers to questions in writing, a conversation in
pairs, demonstration of signal boards, etc.
Example of a tool for reflection with students
When answering the question
below, tick the appropriate
"emoji"
How did you manage to
achieve today's goal?
How did you manage to express
your thoughts while working in a group?
How do you evaluate
today's learning outcome?
Choose one of these questions and
answer it in detail.
1. What did you do best in class today?
2. What could you have done better today?
3. Did you like today's lesson?
Why yes or why not?
Table 3.17. Lesson planning sequence and recommendations
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Below are comparisons of sample lesson plans between traditional and UDM.
Comparison of traditional and UDM lesson plan examples
A. Traditional lesson plan
B. Lesson plan according to UDM
Theme: "Pandemic"
Objective: The aim of the lesson is to "repeat and write an essay choosing a method of execution and type of story"
Tasks: 1.
Tasks: 1.
Repeat and write an essay, choosing the method of
Working individually, in pairs or
execution and the type of story
In groups, students will find information about the
structure of the essay in the textbook or on the Internet.
Working methods and techniques:
Teacher's explanation, textbook, individual work,
written assignment.
2. Brainstorming will help you remember and
will list the genres of essay writing, write them
For students with individual educational needs, an
on the board and in their notebooks.
adapted assignment is provided.
3. With the help of the textbook, internet links
Result:
prepared by the teacher, and other students,
An essay written during the lesson.
the students will review the past tenses. The
teacher plays the role of a consultant and
assistant.
Reflection:
Error discussion/analysis.
4. Together with the teacher, they will agree on what
will achieve the result in a way - write an essay
(e.g.: comic, video with subtitles, regular essay,
handwritten or in the Word program on a
computer / phone).
5. Together with the teacher, students will
discuss the evaluation criteria, the content of
the essay and write them on the board/poster,
emphasizing tips on how to write the essay
better.
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Possible barriers:
Uneven basic knowledge of students on this
topic (to unify knowledge, prepare a short video/
text/story with illustrations about pandemics,
provide Internet links). Uneven pace of work of
students, so some will be able to write the
essay in class, others will finish it at home.
Uneven level of students' abilities, so the teacher
will consult individually on content, writing
Working methods and techniques:
Students work in a choice of ways: individually,
in pairs or in groups. They consult with each other
and/or the teacher. Students have the opportunity
to choose the genre of the essay they will write on
that topic (adventure, horror, romance, fantasy,
news, etc.). Students have the opportunity to
choose the way they will complete the task.
Students will work at their own pace and complete
the task.
Result:
An essay written during the lesson.
Reflection:
All students will reflect at the end of the lesson or
at home on how they did in writing, what
challenges they faced, and what they will do
differently when writing their next essay. The
teacher responds to the students' reflections:
talks, advises, encourages, praises, and also
evaluates the lesson, what went well and what needs to be impr
Table 3.18. Examples of traditional and UDM lesson plans
Other examples of lesson plans can be found in: Appendix 3.4.1. "Examples of Lesson Plans".
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4.
Assessing student
achievement
in universal design for
learning access
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Assessment is an integral part of the learning process. Consistent assessment and its findings
provide feedback on the quality of learning, knowledge on how to help students learn
effectively, and help assess their progress and level of achievement.
The educational process organized according to the principles of UDM allows for the
assessment of learners using various methods. The most informative of these is formative
assessment, which is carried out systematically and daily during the learning process. It is
supplemented by summative assessment, which assesses the student's results in the context
of the program requirements. The student's personal progress is also monitored, regularly
recording achievements.
The UDM approach to assessment is
An effective achievement assessment
based on the priority of observing students'
process for a student is when they receive
emotions, as their expression signals
feedback as quickly as possible, while it
the student's individual progress
is relevant to their learning.
towards achieving the learning goal.
Such feedback encourages the student to
The change in emotions experienced during
improve their work, allows them to notice
learning provides the teacher with
any learning gaps and eliminate them,
meaningful knowledge about learning
allows them to understand their strengths,
achievements, the need for scaffolding
and motivates them to learn.
or assistance in the educational process.
Flexible and continuous assessment of
An effective achievement assessment
achievements throughout the learning
process for a teacher is when she/he
process provides effective feedback to
informs about students' achievements,
the teacher and learners, allows for the
allows them to learn about students'
removal of learning obstacles before the
learning characteristics, strengths,
student experiences them, and for the
weaknesses and interests, and provides
development of his/her strengths and abilities.
feedback on the suitability of educational
organization for the successful learning of all students.
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4.1. Formative assessment
supporting UDM access
Formative assessment is the
Formative assessment consists of
recording of observations during
five main strategies. Each of them
learning, which are interpreted together
focuses on student engagement –
by both teachers and students
from setting goals to fostering the
and, based on these observations,
ability to learn independently and
make decisions about the next steps
strategically. Let’s take a look at these
in learning. It is important to note that
strategies:
learners and teachers are equal
partners in this process.
Presentation of learning objectives
1
2
3
and success criteria to learners,
discussion of personal commitments.
Planning tasks and conversations that
demonstrate students' level of understanding.
Providing feedback.
Encouraging students to learn
4
from each other, showing that
sharing knowledge is a valuable
learning resource.
Empowering students to treat
5
learning as a self-regulated process
(Black, Wiliam, 2009).
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Why is formative assessment informative
140
• do not require students to write their name
and useful? It provides an opportunity to
on the survey and inform them that
improve the learning process or work done
their answers will not be scored;
during the same lesson or immediately
after it.
When learning barriers arise, recorded
• use IT survey softwareles. Analyze the students' answers together.
observations encourage reflection on the
causes of the barriers and their immediate
removal (barriers and methods of overcoming
If teachers regularly refer to the information
them are reviewed in more detail in
gathered during formative assessment and
subsection 3.2. "Barriers encountered in the
actively use it to improve the educational
educational process" and in chapter 5. "Barrier-
process, they will notice improved student
free school environment"). Observations
performance. The information gathered
related to the learning process and tasks
during formative assessment is also valuable
other teachers and parents, so it is worth
can also help to plan the next lesson more easily andto
effectively.
sharing with each other.
How can you apply these assessment
methods during the lesson? Formulate and
Ask students questions related to the lesson
content. Let them answer them in different
ways: verbally, by writing, by demonstrating,
and perhaps even by initiating a discussion.
Some ideas for student surveys:
• Make a list of 10-15 statements related to
the lesson content (including common
misconceptions). Ask students to mark
each statement with “agree” or “disagree”;
• prepare several open-ended questions
us. Ask students to answer each question
in two or three sentences;
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The importance of feedback should be
Why is it worth promoting self-
emphasized. Feedback allows students
self-assessment of students? Self-
to check, correct, and improve the tasks they
assessment promotes self-control and
are performing.
independent learning skills, helps students
It is important that feedback is given as
to independently confirm and justify their
frequently as possible, while the information
learning progress, increases students'
is still relevant, and in ways that are
motivation and engagement in learning.
most acceptable to the learners. If feedback
is constructive and consistent, and focused
process.
on the exchange of information rather
than comparing one student with another
How to organize a self-assessment?
or creating competition, it helps to maintain
Instruct students which tasks they should
learning motivation and avoid gaps.
assess and what criteria they should
use to assess them. Provide opportunities
for them to agree on and take responsibility
For example, at the end of the lesson, you
for the assessment criteria. Motivate students
can invite students to reflect on the
by framing the task as an opportunity to
challenges they faced, how they overcame
reflect objectively on their work, to assess
them, and at the same time assess whether
how it meets the task criteria, and how it
they managed to achieve the goals they
could be improved.
set and how they felt during the lesson.
Recommendations for independent
student self-assessment. It is important
to empower learners and to contribute to the
assessment of their own achievements.
Let's look at why this is valuable, how to
organize self-assessment and what methods
can be applied.
Examples on the next page
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Some ideas for selfassessment tasks:
Traffic light method
• use test tasks and
Ask students to reflect on their
worksheets about how they did the test
or task and what they could (or would
like) to do differently
Not at all clear
next time; • invite students to
write a short interpretation of the topic
studied in the lesson (e.g. a literary
work) on a worksheet, exchange
worksheets with a classmate, read and
discuss how their interpretations are
similar and different; • use the traffic
light method and
invite students to assess their knowledge
with colored cards: a green card should be
I still have
questions
shown by those who think they have
fully understood the topic under
consideration, a yellow card - by those
who still have questions, and a
red card - by those who found the topic
unclear. Invite green and
Completely
Have the children who showed
the yellow cards sit in groups
and work out the remaining
questions among themselves,
and sit down with the students who
showed the red card and help
them understand the content of the lesson.
I understood.
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Example: Performance
will know what work is good and will be
assessment focused on student
able to improve it to the best of their ability.
mastery.
They will also learn and collaborate by
evaluating other work and expressing
Learners must be involved in the
areas for improvement. There can be
assessment of their own and others' results.
various forms of evaluation, depending
By analyzing assessment criteria and
on the needs of the teacher/subject. You
actively applying them to assess their
will find them in the table on the next page.
own and others' work, students will
gradually learn, and later accurately
Table on the next page
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Group work presentation table
Criteria and
possible points
Points and
Group 1
comments are awarded
How many points?
Was the
presentation
Why so much?
clear to the audience?
How many points?
Was the
Why so much?
presentation
interesting to the audience?
How many points?
Did the
Why so much?
presentation
broaden the audience's horizons?
How many points?
Did the speakers
Why so much?
speak correctly?
How many points?
Were visual aids
used?
Why so much?
How many points?
Total
Summary
Table 4.1. Group work presentation table
Group 2
Group 3
Group 4
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Example: Frayer's model.
This template would be suitable for learners to evaluate each other's work/
presentations, analyze information and highlight key points. For example,
students analyze, learn or present a paper about volcanoes or some historical
uprising, biological or physical law. After learning or hearing facts, they fill in a
table, analyzing the information and writing it in the appropriate cells of the table.
Essential features
Non-essential features
Examples
Inappropriate examples
Table 4.2. Example of the Frayer method
Prepared according to BuehI D. Interactive Learning Strategies. Vilnius: Garnelis, 2004
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Example: An example of an assessment of group work in an English lesson.
The example below illustrates the assessment of a group presentation in English.
The assessment criteria for this example can also be modified to suit the topic/
work criteria. This example assesses the introduction, preparation, presentation
of the project content, creativity, relevance to the task, presentation format, clarity
and presentation itself.
Group presentation evaluation / feedback form
Group Member‘s Names:
Your presentation will be evaluated using the
Needs
following scale in each of the categories below.
improvement
1. Introduction
Excellent
1
2
3
4
5
1
2
3
4
5
• Got our attention
• Gave a preview of presentation
2. Preparation
• Preparation apparent
• Practice apparent
• Each member prepared equally
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3. Organization:
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
• Project well organized?
• Easy to follow?
• Did the overall presentation have:
an introduction; a stated objective; a body with
supporting material; and a definite conclusion?
4. Creativity:
• Did the group show creative thinking in the method of
development and presentation?
• Did they get the audience involved in learning the
material?
• Was the content audience centered?
5. Meeting assignment objectives:
• Did the presentation incorporate
strong, effective supporting materials
throughout?
• Did the presenters give clear and
concrete explanations and examples?
6. Presentation style:
• Was it delivered extemporaneously?
Members knew their material, used minor notes, and
did not read it to us!
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• Language used was appropriate
and clear?
7. Delivery:
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
• Eye contact
• Volume, vocal variety
• Nonverbal body language
(fidgeting, posture, gestures, etc.)
• Verbal fillers (ah, um)
• Did the speakers show sincerity
or enthusiasm when they spoke?
8. Visual aid (s):
• Usefulness: helped to explain, clarify, create
interest, etc.
• Appearance of visual aid:
aids credibility, large enough, professional
looking
• Handling of visual:
knew how to use equipment, everyone
could see, didn’t pass inappropriately
around, etc.
9. Conclusion:
• Ended with a summary
• Had finality to cap off presentation
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10. Overall team cohesiveness:
149
1
2
3
4
5
1
2
3
4
5
• Connected to each other
• Other team members were
attentive while individuals spoke
• Met time requirements
11. Overall rating of project
• Includes presentational style,
content, organization, and creativity
Grade or assigned points:
Comments:
Table 4.3. Example of group work assessment in an English lesson
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4.2. Summative assessment
in UDM access
Summative assessment is also a
As already mentioned, it is important that
valuable part of the learning process.
the chosen assessment methods do not
Summative assessment differs from
prevent students from demonstrating their
formative assessment in that it aims to
knowledge. For this reason, summative
assess the student's achievements in the
assessment of knowledge can also use
context of the requirements of the program
different methods, which are selected by
or a set standard. When applying this
the teacher or allowed by the student to
assessment method, attention is focused
choose themselves. The task and
on the students' achievements at the
instructions are presented in the most
end of the learning stage: the topic,
accessible way (e.g., the test is presented
module or educational level under
in written form or together with a recording
consideration. Data on the learner's
so that the questions can be listened
achievements are collected in various
to). The task must be specific, without
forms and ways: tests, oral or written
excessive requirements, not overloaded
surveys, control or project work, creative
with unnecessary words, thus avoiding
tasks.
interference with focusing on the essence of the conte
A summative assessment score can
Using summative assessment
be determined after completing a task
data to compare
or by summarizing cumulative
achievements
assessments. This provides an
opportunity for both students and
These data can be used for internal and
teachers to monitor, reflect on, and adjust
external summarization of educational
learning strategies.
quality.
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What is internal summarization of student achievement? The results of the assessment should be
compared with the established program requirements and used to improve the educational process of the
student, class or school or to initiate and implement changes. For the student, these results should be
compared with his/her results in the context of the educational process, determining the personal progress
made. These results are used to reflect on learning methods and for further modeling.
In order to ensure the efficiency of the work of
The results and their observation reflect the
students and teachers, the quality of the work of
development of students' achievements,
students, teachers or the school should not be
contribution to learning, will and consistency in
ranked based on the results of summative
achieving personal learning goals, and help to
assessment.
assess the success and quality of learning. Based
It is very important to measure each learner's
on this data, the teacher can analyze the
height, learning achievements compared to the
effectiveness of his/her activities, predict and
requirements set out in general programs,
create the most favorable conditions for each
and use the results to personalize their learning.
student to realize his/her potential and achieve
success in the overall learning process.
for the analysis of students' progress. Personal
data on the assessment of students' progress
What is external summarization
serve as an analysis of changes in the personal
of student achievement?
progress of students. The assessment of personal
progress is understood as an analysis of the
The summative assessment data obtained
components of the learning process (finding out,
should help assess the effectiveness of
searching, analyzing, learning, anticipating
educational organization strategies of the country
opportunities and responding to threats, etc.)
or regions (municipalities).
leading to the development of specific
The essential criterion for assessing and
knowledge, skills and competencies according
comparing the quality of school activities should be
to the abilities of students.
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Recommendations
for teacher self-reflection
How can the principles of UDM be
used to reflect on the learning process?
153
• Assessment tools developed in accordance
with the principles of UDM will help
ensure accurate assessment of skills or
knowledge. Assessment methods that meet
the needs of different learning styles will
improve the accessibility of
education. • If possible, remove all
• Collaboration with colleagues will help you
collect and analyze data, discuss
results, examine challenges, and
obstacles that could hinder the
demonstration of knowledge (e.g.,
distracting stimuli, insufficiently clearly
formulated task
recommend solutions.
condition, etc.). •
• Collaboration with students
(-ies) based on formative assessment
data, mastery-oriented feedback on their
progress towards achieving the intended
learning objectives will allow students to
become active participants in the
learning process and take responsibility
for their own learning. • Student
engagement in teaching and learning
Evaluating the learning process can help
reflect on the effectiveness of students'
learning. Assess the emotions of students
as they learn and use tools that increase
interest. This encourages their
resourcefulness, focus on achieving
the goal, and systematic learning.
Offer tools for self-assessment and
reflection on their mood, emotions, and
engagement.
Clear learning objectives and clear assessment
of them will allow for monitoring, evaluation
and self-assessment of whether the
objectives have been achieved. Make sure
that the assessment tools used are
meaningfully related to the objectives whose
achievement you want to assess.
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Reflect:
Ask yourself:
154
6. How do the assessment methods I use help
students understand the specifics of their
learning or the relevance of the lesson
content?
1. How can I collaborate with other teachers
7. What summative assessment methods do I
and educational support professionals to
use to assess learning outcomes? Do they
create effective learning materials that will
not create barriers to demonstrating
help achieve the intended goals?
knowledge?
8. How can I use summative assessment data
for targeted adjustments to learning
2. How do I adjust my teaching methods or
strategies and methods?
goals based on the results of the
assessment?
9. Do my students have the opportunity to
choose the most favorable way to
3. Do I provide timely, goal-related feedback?
demonstrate their knowledge or skills?
10.What might prevent students from showing
4. Do I provide students and teachers with
what they know in the assessment process?
Do we have the opportunity to evaluate the
process and individual learning progress?
5. How do I assess students' engagement in
11. Are my intended learning objectives clear,
and are the assessment methods
the learning process, what strategies or
reflective of and assessing the results of
support help them overcome challenges?
their achievement?
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5.
Barrierfree school
environment
and variety of educational (
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The UDL approach states that barriers to learning
"We are moving from traditional classroom spaces to
are not created by students, but by learning
"classrooms without walls": the educational process
environments. In addition to barriers encountered in
can also take place in corridors, halls, the library,
the educational process (barriers and their
the schoolyard and other internal and external
overcoming are discussed in detail in subsection
spaces."
3.2), it is important to consider physical barriers
in school spaces. The premises are comfortable,
in the educational environment. When organizing
functional, easily rearranged, pleasantly colorful,
education according to the principles of universal
stimulating thinking, creativity, and learning.
design for learning access, such barriers are assessed
Opportunities are provided for learning individually
and removed before learners encounter them -
and in groups, in silence and through communication,
just like barriers present in the educational process.
"cleanly" and using various spreading materials
and tools. Students contribute to the creation of
the school environment with their ideas and
work, participate in creating an environment in
which they feel good, interesting, and fun to be. Not
The educational environment is understood as
the macro- and microclimate of physical spaces,
educational tools, and relationships that develop
during the learning process. We also see this
holistic understanding of the environment in the
only the completed works of students are
demonstrated, which become elements of its
decoration, but also the process of work, creativity,
and discussions - notes, sketches, plans, models,
etc.
Good School Concept (2015), which states that the
educational environment must be open:
The school is not afraid of the uniqueness and
unusualness of its surroundings and furniture.”
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The learning environment consists of three components:
(Spree, 2014)
1
2
3
school space
local nature and
cultural heritage
community
When creating a school environment, we must take into account a long list of factors (see
Table 5.1) and, based on the principles of UDM, seek the most universal solutions, and over
time, reflect on and actualize them.
Table on the next page
At each level of the inclusive education ecosystem, solutions are available that increase the
accessibility of the learning environment for students with diverse needs.
A universally designed learning environment is characterized by functionality, convenience,
and flexibility, increases the efficiency of the learning process, and reduces the risk of
barriers experienced by students.
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Factors and aspects of evaluating
a universal learning environment
1.
Access to physical space
2.
Aspects of the learning space:
Physical space:
• comfort: temperature, lighting, noise, seating
arrangement;
• accessibility: movement paths, possible
for students to see, hear, etc.
Virtual space:
• the possibility of synchronous and asynchronous
learning, various opportunities for interaction
and communication between students (and
the teacher);
• wide range of activities: different
devices, roles, virtual spaces.
3.
Social and emotional classroom
• convenient and secure sharing of ideas and
opinions;
climate (friendly and safe for
everyone):
• promoting and supporting engagement; •
classroom management strategy.
4.
Student interaction during learning (in
• Communication language, tools and
and outside the classroom):
strategies: Use of discussion, thinking
and decision maps and diagrams;
• Grouping options: work individually, in pairs,
in small groups;
• Usable, diverse and relevant
learning resources.
Table continued on next page
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5. Learning experience:
159
• orientation of learning activities to students'
needs and areas of interest;
• flexible and/or adaptable experience;
• students' choice is recognized;
• various formats and opportunities to engage in activities
and express themselves.
6.
Evaluation activities and tools:
• various assessment and self-assessment formats;
• clear criteria;
• aligned with learning objectives and progress
monitoring.
7.
Use and availability of technology:
• learning management system;
• several ways of presenting information;
• learning scaffolding mechanisms.
8.
Teacher's communication with
students:
• the teacher's place and time in the classroom;
• teacher mobility in the classroom;
• accessibility in and outside the classroom;
• the language and terminology used;
• interaction with learners and assistance.
Table 5.1. Factors and Aspects for Evaluating a Universal Learning Environment Source:
Universally Designed Learning Environments, The University of Tennessee Health Science
Center, 2022.
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Universal design is based on seven
principles for creating environments:
All members of society are provided with equal access to
1
the environment, equipment and facilities.
Universal design solutions are applied, which are
2
characterized by wide and flexible adaptability, e.g. lighting
or a workplace is suitable for both right-handed and left-handed
people; handles, furniture are suitable for both adults and
children, etc.
3
4
5
Minimal physical effort is required when using environments
and equipment, e.g. easy walking, climbing, opening.
The equipment is convenient for everyone.
The design solutions are beautiful, logical, and intuitively
understandable.
6
Injury and risk prevention is ensured.
7
Accessibility of objects, spaces and functions is ensured.
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Environments and facilities designed
Designing environments based on the
according to UD principles increase
principles of UD is beneficial not only
the number of users, improve the
for people with disabilities, but also for
quality of public spaces and facilities,
most members of society. For example,
and enhance activity opportunities.
a wheelchair for a person with a
UD promotes independence for
disability is a “unit of measurement” for
members of society of all ages and
the usability of public spaces and public buildings.
genders, and reduces stress. Such
This means that where a stroller can
design principles help prevent accidents,
easily pass, a cyclist will also pass,
show respect for people, and demonstrate
parents with a baby stroller, a child or a
grandparent with a walker will pass.
an understanding of the diversity of human needs.
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5.1. Universality of the physical environment
Increasing physical
accessibility by
use, so they must be supplemented by
removing barriers
The main door to a public building must be
ramps and/or lifts.
transparent (it is necessary to see who is
Flexible and intuitive learning spaces
prevent the segregation of some students.
In a school designed according to UD
principles, you will not see separate
entrances, paths or devices for students with
mobility disabilities - the entire school
coming), wide, automatically opening or
easily opened by hand, with a puller and a
long vertical handle suitable for both an adult
and a child. Toilets must be adapted for
persons with disabilities and easily
accessible.
environment is designed to be accessible
and comfortable for all learners and the
In schools, it is important to assess the
school community.
floor surface of corridors and level
existing thresholds. Any sudden change
in surface level (greater than 2 cm), a
In certain cases, there will still be a need
to use specialized design solutions to
overcome specific barriers, but this will be the
exception rather than the rule.
step or a threshold is a barrier. Although
barriers are needed to ensure different
functions, e.g., to separate and zone
spaces (road barriers, fences, walls), barriers
in places where people walk (high curbs,
stairs, thresholds, etc.) should be removed.
In order to properly plan the premises,
Such barriers reduce the accessibility of
select furniture, and install lighting appropriate
objects and premises, ease of use, and
for the intended activity, it is recommended
increase the risk of injuries. High curbs
to consult with specialists in the field.
and stairs should be avoided in places where
people move, and replaced with gentle
It is most convenient to use premises located
on the same level (on the same floor). Stairs
to the building or other floors of the
building are a significant barrier limiting the
use of the building or premises.
elevations, ramps, and, if necessary, elevators.
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Increasing accessibility
Clear pictograms and directions in school
environmental labeling
make all students feel safe and dignified.
Marking spaces or barriers is important for
ensuring the comfort and accessibility of the
Appropriate signage also enables independence
and engagement in activities.
school environment. High-quality marking
of spaces helps to better and more flexibly
The abundance of symbols and
navigate in space. It is important to note
colors can be confusing, so it is recommended
that information transmitted solely through text
For UD icons, use the usual symbols,
is not universally understood. Better
shapes and colors:
The best way to inform or warn is with
pictograms. When marking spaces, we
recommend using the signs and
recommendations for their installation
provided for public use on prieinamumas.lt.
Blue color informs
More information is available in Appendix 5.1.1.
New signs should be developed responsibly,
after assessing their need and benefits.
When developing or planning new specialized
signs, it is necessary to consult with
disability NGOs and other partners
representing people with disabilities, such
Yellow
as the Lithuanian Disability Organizations
color
Forum, the Lithuanian Center for the Blind
warns
and Visually Impaired, and the Lithuanian
Center for the Education of the Deaf and Hard of Hearing.
Let's look at a practical example.
When planning to install a bell in a
school, we recommend paying
attention to whether it will also have
Red
a light signal. This adaptation is useful
color
not only for those with hearing
prohibits
disabilities, but also for students who
are sensitive to sound signals. The
light signal could also be used in the event of a fire or other danger.
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Icons (Fig. 5.1) with a black or dark blue
background and a white design provide
better contrast. A light design on a dark
background can be illuminated (this improves
visibility). The icon can also be embossed
or mounted with the ability to touch.
Figure 5.1. Example of a sign
Tactile paths (Fig. 5.2) in schools are
useful not only for people with visual
impairments, but also for everyone else.
They improve the intuitiveness of the
environment, help to orientate themselves
more easily, warn about barriers, and
supplement visual marking. Tactile signs also
perform a similar function.
Figure 5.2. Example of a tactile path
Accessibility is improved not only by physical adaptation of the environment, removal or marking
of physical barriers, but also by joint decisions, fostering an open, friendly culture in the school, for
example, an agreement that the open door of the education specialist's office shows that the
school is currently accessible to students, teachers and parents (guardians) and is ready to listen
and provide the necessary assistance.
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Annex 5.1.1
Environmental labels
When marking physical spaces or providing
legibility and accurate presentation of
information about them, we recommend using
content. Clear directions will allow everyone
the conventional methods provided by the
to feel safe and dignified: visitors will be able to
platform prÿi-namumas.lt.
make decisions about the services provided,
signs and recommendations for their installation.
the use of facilities, and the opportunities to
This is a universal marking system that uses
engage in activities independently or with
the latest signs based on international solutions.
assistance.
Based on this system, it is possible to
show how objects, premises or events are
Traveling can be difficult for people with
adapted to persons with individual needs related
special needs or disabilities, visitors with
to vision, hearing, mobility, psychosocial,
limited mobility. Therefore, when planning a
intellectual or other disabilities, indicate
visit for them, it is important to know in advance
directions of movement and other possibilities.
about the accessibility of the organization's
This is also important in schools in order to
infrastructure and content. The prieinamumas.lt
ensure that all students
platform provides an opportunity to install an
intuitive and easy-to-use plugin on the
website, which will allow you to create the
a friendly environment.
necessary sign about accessibility in the
organization (in this case, a school). If you
What is important to know? Interior and
did not find the necessary sign on the
exterior signage must be clearly visible.
platform, you can create it yourself according
When choosing a location for signage, we
to the guidelines below. On the next page you
recommend considering the environment,
will find an example - signs indicating functional
traffic flow, and the relevance of the information
spaces and warning about their specifics.
provided. It is important to inform whether the
infrastructure is adapted to the specific needs of
visitors.
The symbols should be easy to interpret and
widely used; in this case, only white symbols
on a black background are used. This ensures
maximum contrast,
Guidelines and examples on the next page
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Character style
Icon size, protection zone
The symbols combine line and spot. In
Each sign has a designated protection
order to maintain stylistic integrity, the line, not
zone – avoid using graphic elements in this
the spot, must dominate the signs.
space.
The marking plates come in two sizes - 198 x
Recommended line size - 10 mm (27 pt.)
198 mm and 94 x 94 mm.
In print, the minimum character size is 10 x 10
In smaller signs, it is recommended
mm.
given line size - 4 mm (12 pt.)
The corners of the icons are cut off.
24 mm
198 mm
24 mm
198 mm
10 mm arba 27 pt
10 mm
94 mm
4 mm arba 12 pt
10 mm
94 mm
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Examples of marking
functional spaces
Sensory spaces or
Quiet areas, rest /
Sports and active
room sign
calming and/or
activity space sign
sign of a space of silence
Sign of a space for dining,
Creative space/studio
A sign warning of
eating
sign
laboratories, chemicals,
experiments and related
hazards
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Increasing accessibility
through educational
space design and
(re)planning
168
nails and, of course, the needs of the students.
A well-designed and planned environment
is a learning tool that serves the learning
process, not the other way around.
In applying the UDM approach, physical school
A new building or new furniture is not a
necessary condition for the implementation of
UD in schools. Changes can also be made by
replanning spaces, dividing them into functional
zones. When creating or renovating an
educational space according to UD principles, it
environments should help remove barriers to
learning and create conditions for successful
learning for students with diverse needs. When
designing environments according to UDM, it is
important to note that learning spaces should
(CREST, nd):
is important to remember that the physical
environment must meet the requirements for
educational content, lesson goals, and tasks.
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• be flexible, light and modern
169
It is proposed to have several functional
flexible, allowing for simple and
zones in the educational space
quick transformation of the
(classroom), e.g., a teacher's work
space, taking into account the
zone, a student work zone, a student
needs of students and the nature
informal communication or discussion
of the activities carried out in the
zone (seats, carpet), a relaxation
space. The learning space should
zone, an active zone. The spaces
have easily sliding tables for sitting
should have different purposes (for
individual work, group
and standing workstations, and comfortable, height-adjustable
chairs.work, a quiet zone
The furniture used must allow students
without "noise pollution", a zone
to change their body positions.
without "visual pollution", a zone
position (sitting, standing, walking) and
without "color pollution") and thus
learning activities, focusing on
"program" the behavior of learners and help organiz
interaction with
For some students
teacher, classmates;
A larger workspace may be needed. For
example, offer a two-seater bench for visually
impaired learners so they can freely use
• encouraging interaction, communication
and collaboration between students
magnification devices, Braille textbooks,
and other learning aids.
and teachers. This can be done by
using spaces with large round tables,
walls adapted for writing or writing boards;
It is important to have at least one quiet room
• overcome distance barriers by using the
or space in the school for students and staff
online environment. Distance and
to relax and unwind. Such a space
hybrid learning equipment installed in
should have appropriate facilities and
learning environments helps those in the
established rules to ensure an effective break
classroom, at home or in other spaces
and rest for the person who wants it (e.g. a
to learn in one space;
sofa, lounge chair, aquarium, etc.).
• be comfortable, reminiscent of home
spaces with soft sofas, pillows, and
low furniture.
Students could study or rest in such
spaces.
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AND
C
D
A
B
F
Figure 5.3. Example of functional school spaces (European Schoolnet, 2022)
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Functional spaces in the classroom
A
The exploration space encourages students to explore, experiment,
discover, and be active participants in the learning process. This space is
designed to plan and implement practice-based learning and strengthen
critical thinking skills. Easily transformable furniture fulfills this concept –
the space can be quickly configured, allowing for group, pair, or individual
work.
B
A creative space encourages students to realize creative ideas in practical
activities. In this space, it is important to have the right tools to realize ideas.
For example, for a mini digital laboratory, it is important to have a digital
camera, a microphone, video editing software, tools for creating webcasts,
animations, etc.
C
The presentation space encourages students to present and share
their work. Easily transformable furniture creates an environment that
encourages interactive presentation, active listening, discussion, and
reflection on educational material. It is important to consider tools that can
reach the widest possible audience (live and virtually) and foster a culture of
ethical sharing.
D
The interaction and learning space encourages students to actively
participate in the learning process. In order to achieve the progress of each
learner, teachers can use traditional working methods, combining them with
various technologies, such as interactive whiteboards/screens, mobile
devices. Teachers can transform this space by changing the arrangement of
students' workstations, for example, sitting in rows, in a circle, in a
semicircle or in groups.
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AND
172
An exchange or active learning space encourages students to communicate
and collaborate with peers in a shared leadership style. Active learning
methods such as mind mapping, brainstorming, discussions, debates
are successfully used in this space, which develop communication and critical
thinking skills. The use of information and communication technologies is
encouraged.
F
A reflection space encourages students to learn through reflection. This
environment uses furniture and tools such as soft furniture for relaxation,
portable devices with headphones, games, etc. In this space, students can
learn informally, at the most appropriate pace: relaxed, unsupervised, in a
space reminiscent of a home environment. The opportunity is created for
each student's self-expression and individual learning needs.
Important!
In addition to planning functional spaces, it is
for use as needed (e.g. noise-canceling
important to ensure that learning
headphones). Thoughtful visual/colour or other
environments are multifunctional, for example:
solutions are also important: the environment
exhibitions, learning boards in the corridors,
should not be overloaded with visual cues and
an experimental space-garden in the yard,
colours, the amount of daylight and
places for individual learning and group work,
temperature should be controlled. A well-
physical activity spaces (e.g., rubber bands,
planned environment is an important part of
climbing walls), a space for silence and peace
learning. All this works best if students feel like
(e.g., a tent), various furniture (e.g., chairs,
creators of their own learning environments.
bean bags, benches) that can be modeled
Therefore, when planning the renovation
and the arrangement of which can be changed,
or creation of environments, it is important
tools that allow for different ways of receiving
to involve students and other community
and using information, as well as tools for
groups in order to clarify their needs (e.g. during
personal
creative workshops).
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Annex 5.1.2
arranging furniture in rows, groups,
semicircles, etc. The arrangement of
furniture in a classroom or other school
(Re)designing
space must be related to the nature and
existing spaces
forms of the planned activities and be easily changed.
Most teachers work in limited classroom
spaces, but they can also be
reconfigured. Furniture and benches can
be arranged in a variety of ways, from
Also, different furniture arrangements
would enable students to choose the
learning method they prefer: sitting alone
with a study buddy, in a group, or alone.
traditional bench seating to
For example:
1.
Traditional desk arrangement is the
most commonly used arrangement of
student workstations.
2.
Laboratory layout – suitable for
working in pairs, learners sit opposite each
other, can work freely with different tools.
Schemes continued on the next page
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3.
Horseshoe-shaped arrangement –
helps to communicate with the whole
class, suitable for general
discussion, debate or forum. The teacher
has access to each student. When
arranging the benches in a horseshoe
shape, the carpet can be outside or inside it.
4.
Square layout – suitable for conversations
and discussion. The board is not used.
5.
Group layout – suitable for working in
groups during project work.
Schemes continued on the next page
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6.
L-shaped layout – suitable for group
work, project work,
bam.
7.
The arrangement of different zones
is the most universal solution, suitable
for project, group, creative, and
individual work during the lesson.
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Reflect:
Ask yourself:
176
1. Based on the school's available resources
and UDM recommendations, how
Could you change/improve the school
spaces with these changes? Is the school's
physical environment sufficiently
accessible? What are the necessary
works to adapt the environment to the
principles of universal design?
2. How and into what spaces can the teacher(s)
divide the classroom environment?
How can other spaces in the school be
used for teaching?
Are there accessible/usable outdoor
spaces? Are there quiet spaces for
concentration available?
3. Is the supporting information on the
classroom walls not overloaded, and are
the colors not too stimulating?
Is the entrance/exit to the room clearly
visible and distinct from the
environment?
4. Can the classroom furniture be rearranged
or arranged differently? Is the furniture
functional and appropriate for the age
of the students? Is there a possibility to
personalize the students' environment, e.g.
lockers? Do the students have a place
to exhibit their work and create?
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5.2. Versatility of tools
Learning spaces are complemented
Accessibility principles applicable to websites
by educational tools. When developing
and mobile applications
and selecting tools for teaching
for apps, also suitable for learning tools:
according to the UDM, it is important to
think about the accessibility of the
content and process to all students,
i.e. to assess in what ways (tools) it is
possible to ensure the inclusion and
participation of each student in the
intended process, and to eliminate possible barriers.
Accessibility
The learning content provided in the tools must be easily
accessible to every user.
Functionality
The tool must be multifunctional, its control must be flexible, and have
the ability to choose its operation.
Comprehensibility
The instructions for use and operation of the tools must be
understandable to every user.
Integrity
When using different technologies, the content must remain
relatively consistent to deliver the educational content
equally effectively.
Principles of accessibility of learning tools.
Based on "Directive (EU) 2019/882 of the European Parliament and of the Council
on the accessibility requirements for products and services".
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Please note that accessibility depends
Tools for training should be multifunctional
on the situation and context and is assessed
and flexible. For learners,
taking into account the intended activity and
audience, therefore, when following the
Equipment and tasks should have clear
principles of UDM and planning activities with
instructions presented in different ways (i.e.
students, base your knowledge on
a combination of text, illustrations, visual and
students' strengths and barriers.
audio messages). This helps to optimize
teaching and learning time and reduces
More detailed recommendations for measures
the likelihood that students will be unable to
to overcome barriers are provided in
use the equipment and/or complete the tasks
subsection 3.2. "Barriers encountered in the
independently.
educational process and how to overcome them".
On the next page we present summarized
suggestions for various ways of presenting
information (Table 5.2).
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Different ways of presenting information and tools that increase accessibility
Visual
• Write down key ideas and information on the board, bullet points.
scaffolding
• Allow learners to take photos of the learning material being demonstrated during the
lesson so they can review it later.
• Use videos with subtitles and transcriptions. Video transcriptions and/or subtitles
help students with hearing impairments, memory difficulties, or attention difficulties
understand the video.
• Provide visual scaffolding. Use:
•
large font, movies, animations;
•
graphic organizers – venn diagrams, word networks, flow charts, diagrams,
maps, infographics, charts, planning templates. These tools help to visually
process information, present the work done; sheets of paper of different sizes
and colors – the shape, color and size of the
•
sheets can have different, previously agreed-upon meanings;
digital text writing programs. Suitable for changing the font and size of the text,
layout. The Microsoft Office package has a text reading function (also in
Lithuanian); digital, virtual documents.
•
They facilitate the process of sharing information in a group (it is more convenient
to generate and document ideas, make corrections); e-books and publications.
They are convenient and easy to
•
adapt: the form of the text in digital publications can be changed (size,
contrast, shapes, etc.), the text can be marked or underlined.
Verbal /
• Read the notes on the board aloud.
sound
• Provide lesson notes in digital format so that students can read the text using screen
scaffolding
reading equipment or a text synthesizer if needed.
• Record the instructions as a podcast or audio recording.
• Use audio conversion tools. Voice recording/conversion
The tools are especially suitable for students who have difficulty providing written
answers.
• Use headphones. Noise-canceling headphones help
to concentrate if there is distraction from noise. Headphones can also help
learners who want to listen to a recording of text/material, repeat it, etc.
Table continued on next page
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Interactive
scaffolding
180
• Use interactive whiteboards.
• Use interactive apps and online games.
• Use physical models and supporting objects or tools to explain abstract
processes and concepts.
• Allow students to move around the learning space (classroom, library,
nature) and collect information from different locations.
• Digital and interactive tools available in Lithuania (more
see resource library).
Table 5.2. Different ways of presenting information and tools that increase accessibility
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181
Demonstration and handout tools must be
to narrate the written/read text, to choose
convenient and functional. Whether
different forms of information presentation
students will use the supporting material
(text, image, diagram, sound, etc.). The
largely depends on its attractiveness and
application of such tools in the educational
clarity. For this reason, when developing
process helps not only to overcome
and selecting learning tools, it is necessary
possible learning barriers, but also to
to ensure a clear, consistent structure of
systematize and analyze the learning
content and planned actions.
process. Information systematizing tools,
such as mind maps, contribute to the
It is suggested to avoid "compressing" the
universality of the learning process. Their
content, overloading the information. It is
use during lessons can be one of the
important to ensure a clear sequence of
auxiliary tools that students can choose
material use, for example, distributing
when analyzing the content and material of
individual, unbound sheets or their
the lesson. Such and similar solutions
a learning structure, which helps
fragments without marking complicates the work of create
students.
The attractiveness of the tool is given by
students feel safer, enables them to work
the colors, familiar form of presentation
without constant supervision from a
and arrangement of information (e.g., by
teacher, which ultimately transforms into
using a similar worksheet template,
the student's expertise and creativity.
students will be able to use the tool). The
design of the learning resources presented
to students could offer basic, extended
and summarizing information, for example,
in a text analyzing a certain topic, the
Tools are an important part of the
essential learning questions are presented
learning process. The ability to choose
first, space is given to the main statements
the right tool for the task, to choose the
of that topic, and additional information is
most appropriate tool for delivering learning
provided at the end for interested and faster-
and activities - all this must become part of
working students.
learning reflection and assessment of
personal progress.
In the educational process, it is suggested
to give priority to interactive, digital tools that
allow changing the background and
font size of the text, as well as
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Reflect:
182
1. How do you teach the information provided?
Can users customize the content to their
Ask yourself:
needs (e.g. font size, color contrast
options)?
2. Does the auditory information have alalternatives (e.g. subtitles, sign language,
transcripts, alternative text in images)?
3. How does visual information help you
understand the lesson material (e.g., tactile
graphics, audio text, video)?
4. What tools would be useful to provide to all
classes?
5. What tools for developing tools would you
need in your workplace?
6. What tools or methods
offered to individual students or
students, could it be offered to everyone?
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6.
Accessories
183
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184
These guidelines provide eight
Annex 2.2.1
aspects of UDM access application
that you need to consider in order to
Guidelines for
implementing
UDM access in
implement UDM in your municipality.
Please note that these are advisory
guidelines that should be adapted
the municipality
to the context of your municipality.
We recommend that you complete
these guidelines in collaboration
with the school principals and
teachers of your municipality.
Prepared based on materials from the Vermont Agency
of Education and RECA (2017).
Looks
What is this?
Administrative
1. School principals, education department staff, and other administrators are aware
support
of the UDM and support its implementation.
2. Other stakeholders (parents, students, teachers, etc.) understand and support
the implementation of UDM.
3. The principles of UDM are reflected in the district and/or school strategic plans
in goals.
4. The principles of UDM are not only guided by teachers - access to
UDM is the basis for the entire system's activities.
Exists in
Should occur in
Next
Rising
practice
practice
steps
questions
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185
Looks
What is this?
Teacher professional
1. Professional development is based on the principles of UDM.
development and support
2. Professional development is integrated into the daily work of teachers.
3. Professional development is long-term, continuous and responsive
to the personal needs of teachers.
4. Formal and informal professional development includes a variety of
forms and methods (summer camps, mentoring, lesson study, action
research, etc.).
Exists in
Should occur in
Next
practice
practice
steps
Looks
What is this?
Collaborative curriculum
1. General education teachers, support specialists, and technology specialists
planning
Rising
questions
plan the educational process together.
2. Time is allocated for analyzing educational programs, anticipating possible
obstacles and solutions.
3. Focus on curriculum flexibility, interdisciplinary approach and resource
sharing, rather than on students' special needs.
Exists in
Should occur in
Next
practice
practice
steps
Table continued on next page
Rising
questions
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Looks
186
What is this?
Technological
1. All schools are equipped with software.
provision
2. Connecting all computers to the network: intranet and/or in-
Internet, high-speed connection.
3. Equipment for digitizing images, text, audio and video.
4. Technology specialists collaborate with general and special education
teachers.
Exists in
Should occur in
Next
Rising
practice
practice
steps
questions
Looks
What is this?
Digital content
1. Access to digital teaching materials (can be from the publisher, scanned or
online).
2. Digital teaching materials created by teachers (images, sounds, videos, text).
3. Student-generated materials (images, sounds, videos, text) and online or digital
tools and their collections.
Exists in
Should occur in
Next
Rising
practice
practice
steps
questions
Table continued on next page
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187
Looks
What is this?
Roles of teachers and
1. Collaboration between general education and support specialists.
support professionals
2. Technology specialists collaborate with all teaching and learning
them.
3. Special and general education teachers are actively involved
adapting curriculum, developing school-level curriculum, incorporating UDM
principles.
4. Teachers participate in the development of digital tools.
Exists in
Should occur in
Next
practice
practice
steps
Looks
What is this?
Communities
1. Parents (guardians) are introduced to UDM.
inclusion
2. Training on UDM was provided to parents (guardians) and other members
Rising
questions
of the school community (except teachers).
3. Parents (guardians), other professionals help implement the UDM.
4. Parents (guardians) are involved in the development of teaching materials,
writing projects, etc.
Exists in
Should occur in
Next
practice
practice
steps
Table continued on next page
Rising
questions
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188
Looks
What is this?
Financing
1. Commitment of the entire municipality to increase the allocation of funds
flexibility.
2. Dedicating time and effort to finding and writing projects.
3. Municipal departments/units focus efforts/funds on UDM
to implement.
4. Joint projects with other schools, universities or other
entities.
Exists in
Should occur in
Next
Rising
practice
practice
steps
questions
Other priority steps.
From the aspect analysis above, select 3-5 most important next steps. Commit
to starting with these steps and turning them into actions.
Next, indicate which actions you have chosen, when you will start implementing
them, and who will be responsible. You should also choose a date when you will
evaluate your progress in implementing these actions.
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Answer the questions honestly.
Annex 3.1
Continue and develop your best
Tool for teacher
self-reflection "My
applied
educational approach"
methods, improve weaker parts of
your educational organization to
achieve greater student engagement
and help them achieve better results.
Let's reflect:
Each line contains a new statement.
How does the educational
process I organize comply with
the principles of UDM?
For each statement, choose the most
appropriate answer from the options
given.
What do I know about the students
Very
Partially
Absolutely
I teach?
typical
characteristic
unusual
I know everyone's interests, hobbies, and
strengths.
I know what kind of difficulties everyone
experiences.
I know the strengths of each student with
identified special educational needs.
I know the reasons for each individual's
learning needs and the most
appropriate type of scaffolding to apply.
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How do I connect knowledge about my
Very
Partially
Absolutely
students to the educational content?
typical
characteristic
unusual
I bring the educational content closer to the
students' interests, current events, and their
individual hobbies.
When planning a lesson, I reflect on potential
obstacles for each person and plan ways
to avoid them.
When planning curriculum, I try to build on and
develop the strengths of students with
identified special educational needs.
If a student has a customized or individualized
subject program, I prepare it by carefully
aligning the content with the content of the wholeclass program so that he or she can learn along
with everyone.
How do I achieve my training goals?
I envision a goal that can be pursued at
different levels and in different ways.
I present the goal and expected outcomes of
each lesson or new topic to the students.
I always agree on educational goals with
my students, allowing them to refine them in
relation to their interests and expectations.
I encourage students to achieve goals in
the most acceptable ways.
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191
How do I know that my actions are
Very
Partially
Absolutely
conducive to student achievement?
typical
characteristic
unusual
I observe how students engage in the
learning process.
I always check to make sure all students have a
good understanding of the content we are covering.
At the end of each lesson, I organize
student reflections and pay attention to how
they respond to my
actions.
I reflect on each of my lessons,
reflecting on students' discoveries, emerging
questions, and learning methods.
How do I respond effectively to performance
evaluation results?
I evaluate students' work and discuss
their achievements and learning styles.
I always allow the student to
improve their work and receive an assessment
when they decide that the work
finished.
I encourage students to talk and discuss each
other's results.
I analyze students' difficulties and treat them as
a signal of learning barriers.
nature.
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How do I connect teaching and student
Very
Partially
Absolutely
learning?
typical
characteristic
unusual
I try to explain the learning material
to my students as little as possible, and to
encourage their substantive thinking more,
directing them towards exploration and discovery.
I use the "flipped learning" method,
encouraging them to first analyze new
material independently, and then discuss
and deepen their knowledge together in class.
I aim for students to ask questions,
interpret phenomena, and learn from each other
when analyzing new material; I always make
sure that everyone understands the new
material correctly.
Reflections on learning activities are an essential
way of understanding my own learning
processes. I systematically organize students'
reflections, applying various forms and
tools of reflection.
Total marks in columns (count and write
down). Check your result here:
Answers on the next page
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193
Very typical – congratulations! Your
approach meets the UDM criteria.
Partly characteristic is the approach
How does
the educational
process I organize
comply with
the principles of UDM?
moving towards inclusive education based
on the principles of UDM. Use the
recommendations that will help improve
the educational process.
It is not at all typical – the approach is
dominated by the traditional educational
If the following choices
approach. Use the recommendations that
dominate the questionnaire:
will help improve the educational process.
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Annex 3.3.1
194
Example 1.
Choosing learning content:
Ways of organizing
learning that promote
student engagement
The goal is to use various sources
while working in groups and to give
a smooth presentation of the chosen
archetype, the length of which is about
70 words. You can provide 6 archetype
options and moderate the selection
and division of students into groups.
The students' task is to choose the
archetype they are most interested in or
agreeable to. Time is allocated for group
preparation, during which the students
familiarize themselves with the presented
material, analyze it, discuss it, and present
it at the end of the lesson according to the agreed criteria.
Archetypes on the next page
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Archetype options for students:
1. The subject of the test.
Source: The Hunger Games movie
Link
2. The theme of the Fall.
Source: S. Nÿris' poem
Link
"Kissing", musical version
3. The theme of exile.
Source: excerpt from the film
Link
"Emigrants" (from 3:30 to 7:30).
4. The theme of good and evil.
Poem by B. Krivickas
Link
"Defeat". 1946.
5. Theme of rebirth/return.
Source: D. Dmitriev's painting
Link
"Returning Home".
6. The theme of loss.
Source: A. Miškinis' poem
"It's Snowing Elegantly", musical version
Link
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Annex 3.3.2
196
At the beginning of the lesson, show students
different pictures.
Ask other students to describe these pictures
– this will help students with visual impairments
Presenting
or related individual needs. After discussing
educational material for
with each other, the students decide and
understanding in various ways
write down what stories these pictures could
tell.
Example 1.
Writing an essay in English
class:
Prepare a list of story types (in large,
bold font, with the student reading it
aloud) or provide objects (a heart
would symbolize a love story, a toy gun
would symbolize an action story, a
backpack would symbolize an adventure story, etc.).
Discuss the differences and
similarities between the stories.
Students choose the type of story they
will write based on the agreed criteria.
List of story types:
1. Horror story
4. Fantastic story
2. Adventure story
5. Action history
3. Love Story
6. Detective story
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Example 2.
197
Math lesson in 1st grade:
New material is presented for
understanding in various forms of
modality:
Lesson: Mathematics.
1.
You can read and study the mathematics
Lesson topic:
textbook "Taip" (pp. 60–61),
How do you tell the time after noon?
Lesson objective:
It will tell you how many hours the
clocks show before and after noon.
2.
Listen to the conversation
"How to tell the time after noon"
3.
from "Eduka Class",
Watch and discuss the video
"Clock. A lesson for first graders"
(from 5.03 to 6.06 min.).
The teacher, together with the students,
reads and analyzes the lesson material in
the mathematics textbook, listens to the
conversation, and watches the film.
Link
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198
Example 3.
Lesson topic:
Lithuanian language lesson
What are mixed diphthongs?
in 3rd grade.
How to recognize them?
Lesson: Lithuanian language.
Lesson objective:
They will find out and understand what mixed
diphthongs are, and will memorize them.
Presentation material:
1.
4.
You can read and study the Lithuanian
Write down all mixed diphthongs in the table
language textbook "Taip" (pp. 28–29),
pasted into your Lithuanian language
notebook.
2.
+l
m
n
r
a and b
am
an
with
and the
in
one is
i
The
in the
in ir
in
ul
one
a ur
Listen to the conversation
"What are mixed diphthongs? How to
recognize them?" from "Eduka Klasse",
3.
Accordingly, use the fingers of both
hands to show all the mixed diphthongs in
the textbook (p. 29),
The teacher, together with the students, reads and analyzes the lesson material in the Lithuanian
language textbook and listens to the conversation. According to the example shown by the
teacher, the students use their fingers to form 16 mixed diphthongs in horizontal and
vertical directions. Before the lesson, the teacher prepares a table that the students paste
into their notebooks. During the lesson, the students independently write down all the formed
mixed diphthongs in the table. In this way, the teacher provides the students with the
opportunity to perceive new information in the most favorable ways.
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199
Example 4.
Lesson topic:
Lithuanian language lesson in
I read and draw.
1st grade.
Lesson objective:
Lesson: Lithuanian language.
Will understand the text they read and draw
a picture for it.
Presentation materials:
Printed text provided.
Diversity of activity and expression.
Students are offered 2 ways to demonstrate understanding of the text, so they can choose the "3D
Drawing Program" or draw with colored pencils or markers.
Students are given the opportunity to choose the method of completing the task. This reflects the
interests of the students in the class, and completing the task in the chosen method will help students to
be more engaged and stay motivated longer.
Can draw in MS Paint or a 3D
Can draw with pencils and other drawing
tools
drawing program
Drawing with computer
programs
Regular hand drawing
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200
Example 5.
Lesson objective:
Lithuanian language lesson in
Perform tasks for recognizing mixed diphthongs
3rd grade.
in words.
Lesson: Lithuanian language.
Presentation material:
Lithuanian language textbook "Taip" (pp.
Lesson topic:
30–31).
Mixed diphthongs.
Variety of activities and expressions. Students are offered 2 ways to complete the task:
1.
2.
Syllable words, circle
Write the words in the appropriate columns of the table.
mixed two-sounds (table
Words with and without mixed diphthongs - MD (table below).
below),
heart
cucumber
thought
monument
heart
cucumber
scarf
heel
thought
monument
trip
corner
scarf
heel
warm
potato
trip
corner
warm
potato
tulip
knowledge
tulip
knowledge
April
wolf
tooth
crying
April
There is an MD
No MD
wolf
tooth
crying
creation
edible
creation
edible
mermaid
work
mermaid
work
The teacher provides students with the opportunity to demonstrate their knowledge in different
situations: the task in the left table is analogous to the one completed, and the task in a new situation
is presented on the right.
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Example 6.
Lesson topic:
Math lesson in 3rd grade.
I'm already paying!
Lesson objective:
Lesson: Mathematics.
They will repeat, check and assess how
well they know how to perform addition
operations up to 100, write down and perform
operations shown in diagrams, and find a
fraction of a number.
Presentation
materials:
Mathematics "Yes"
I have completed the composition steps.
User 1
up to 100.
textbook (pp. 28–29).
I wrote down and performed the steps
User 3
Students
shown in the diagrams.
pastes the table
created by the teacher
I solved the problem and found
Save 4
the fraction of the number.
into the math
notebook.
Organizing strategic learning:
Each learner independently plans their
learning process, chooses the order in
which they will complete tasks, solve
problems, mark, and evaluate themselves
during a mathematics lesson.
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Example 1.
Annex 3.4.1
Math lesson in 1st grade
using UDM principles
Sample lesson
plans
Planning
Math lesson planning stages
Notes
stages
Goal
They will know the unit of measurement
formulation
for length, the meter, and will be able to
calculate distance in meters.
Result
When performing the chosen activity, they will
prediction
correctly apply the measure of length "meter".
Provision
Anticipated barriers:
of barriers
• engagement in learning,
and scaffolding
• feeling of insecurity,
• lack of counting skills up to 100.
Intended application of scaffolding:
• An engaging question is presented
at the beginning of the lesson:
“Whose stride is the longest?”
• Classroom tasks for students and
Students can complete the task
independently or with a chosen study
buddy.
• Mathematics "Symtalangis".
Anticipate
• While performing tasks, you may
different
use 1 meter tape measure, 1 meter
ways for
tailor's tape.
students to
• Video viewing.
engage with
• A question is asked
the topic at hand
"How tall are you? How tall is your
mom/dad? How else can you find
out?"
Table continued on next page
Video link
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Anticipate
203
• Watching and discussing the video
different ways
“Measuring Instruments” (will help
to understand
students who have better visual
the topic at hand
perception).
• Listening to a conversation from the
“Eduka” task bank (will help students
who have better auditory perception).
• Demonstration of textbook material
using a projector (highlighting individual
details of the textbook material).
• Practical 1 meter roulette deDemonstration (1 m arm hug).
• Practical 1 meter step size
rhyme.
Provide
Task.
various ways
for strategic
learning activities
and
• Measure: choose your item table/bed/
wardrobe etc.
• Draw the selected object:
to demonstrate
with pencils / 3D app / draw /
knowledge
construct / sculpt.
• Write down: the measured side,
and represent it in meters.
Reflect
Students will reflect, and if they wish,
answer aloud the 2 selected questions:
1. What tasks did I complete during this
lesson?
2. How did I do?
3. What did I do best?
4. What did I manage to learn during
this lesson?
5. What was the hardest thing for me?
6. What could I do differently next time?
Measures:
• Mathematics textbook "Yes" for grade 1
(pp. 64–65), •
Mathematics notes for grade 1.
• Digital learning environment
"Eduka Class".
• Link, Link,
• 1 meter tape measure/s.