scholarly journals Transformations of the Teaching–Learning Process Towards Inclusive Education as a Result of the UDL Approach Implementation

2021 ◽  
pp. 95-118
Author(s):  
Jolanta Baran ◽  
Tamara Cierpiałowska ◽  
Ewa Dyduch
Keyword(s):  
Action Research ◽  
Inclusive Education ◽  
Learning Process ◽  
Positive Impact ◽  
Universal Design For Learning ◽  
Daily Practice ◽  
Sources Of Information ◽  
Action Research Project ◽  
Design For Learning ◽  
Teaching Learning

AbstractThis chapter discusses the assumptions, implementation and deliverables of an action research project in a selected Polish class of integrated form. The main objective of the project was to trigger changes in the learning–teaching process based on the Universal Design for Learning (UDL) approach and thus promote inclusive education. The action research lasted one school semester. The empirical data, mainly qualitative, triangulating various sources of information and synthesising perspectives, were used to identify specific topics and threads identified in the gathered inputs, to present it in an orchestrated manner and to interpret it. It has been indicated that UDL approach implementation has a positive impact on the course of the teaching–learning process and optimises it to enhance the activity, commitment, self-reliance and responsibility of students and develops their cooperation, which breeds inclusion in education. Meanwhile, it stimulates teachers to change their mindset with a view to the essence of success in education and supports their daily practice.

scholarly journals The Use of the UDL Approach as a Factor in the Success of Inclusive Education Despite the Pandemic Period

2021 ◽  
pp. 119-144
Author(s):  
Jolanta Baran ◽  
Tamara Cierpiałowska ◽  
Ewa Dyduch
Keyword(s):  
Online Learning ◽  
Action Research ◽  
Inclusive Education ◽  
Learning Process ◽  
Research Method ◽  
Positive Impact ◽  
Theoretical Background ◽  
Sources Of Information ◽  
Self Reliance ◽  
Teaching Learning

AbstractThe action research reported in this chapter lasted for one semester. This was a novel time because schools, due to the COVID-19 pandemic, suspended their in-person activities and implemented online learning. This has necessitated the formulation of research purposes and problems appropriate to the dynamically changing educational reality (and beyond). This chapter provides a theoretical background to the risks to education during a pandemic. The assumptions, implementation and results of the research project implemented by the action research method in the selected Polish class are also discussed. The empirical data, mainly qualitative, triangulated by various sources of information, reconciled perspectives that were used to identify specific topics and threads appearing in the gathered inputs, to present it in an orchestrated manner and to interpret it. The analyses carried out lead to the conclusion that the application of the UDL approach promotes the success of inclusive education, despite the difficult experiences of the pandemic period. It has been proven that UDL approach implementation has a positive impact on the course of the teaching-learning process, optimises it to enhance the activity, commitment, self-reliance and responsibility of students and develops their cooperation, which breeds inclusion in education. The extraordinary situation faced by teachers and pupils due to the need to switch to online learning, contrary to temporary concerns, has reinforced the changes brought about by the implementation of the UDL approach in the learning process.

Defying Deficit Thinking

2022 ◽  
pp. 101-126
Author(s):  
Sacha Cartagena ◽  
Lindsey Pike
Keyword(s):  
Inclusive Education ◽  
Universal Design For Learning ◽  
Daily Practice ◽  
Deficit Thinking ◽  
Social Emotional ◽  
Design For Learning ◽  
History Of ◽  
Education Act ◽  
Legislative Changes ◽  
The Impact

Bolstered by the reauthorization of the Individuals with Disabilities Education Act (IDEA), inclusion became part of the education vernacular. This chapter provides a review of key highlights in the history of inclusive education. The impact of deficit thinking and role of social justice are emphasized as undercurrents driving legislative changes. The authors propose systems thinking as a method to identify actionable items for advancing inclusive education. An overview of promising inclusive frameworks, specifically Universal Design for Learning and social-emotional learning, are described and recommended for embedding inclusive practices into daily practice within the education system.

Fostering Student Engagement Through Showing Empathy and Caring in an Online College Course

2021 ◽  
pp. 1-22
Author(s):  
Sherri L. Horner ◽  
Mariana Mereoiu ◽  
Alicia A. Mrachko
Keyword(s):  
Action Research ◽  
Universal Design For Learning ◽  
Collaborative Action Research ◽  
Action Research Project ◽  
Health Crisis ◽  
Post Secondary ◽  
College Course ◽  
Design For Learning ◽  
Support Students ◽  
Undergraduate Teacher Education

This chapter describes a collaborative action research project in which one post-secondary instructor used the experiences in her undergraduate teacher education course to learn how to best support students and peers in a health crisis and social justice uncertainty climate. The authors used empathy and care theories and universal design for learning (UDL) to plan, implement, and reflect on ways to empathize and show care for students in a course that was online due to COVID-19. Using the action research processes, the authors found five themes related to using UDL practices and showing empathy and caring. They conclude with recommendations for other instructors interested in supporting their students in online classes and in times of crisis.

scholarly journals Using Communicative Games in Improving Students’ Speaking Skills

2016 ◽  
Vol 10 (1) ◽  
pp. 63 ◽  
Author(s):  
Ratna Sari Dewi ◽  
Ummi Kultsum ◽  
Ari Armadi
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Collaborative Action Research ◽  
Teachers And Students ◽  
Post Test ◽  
Speaking Skill ◽  
Teaching Learning ◽  
Speaking Skills

The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score’s pretest reached of 60.42 to 69.02 and post test’s score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students’ enthusiasm and motivation. Clearly, It gives positive improvement on students’ active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.

scholarly journals Teaching for Diversity with UDL: Analysing Teacher Competence

2021 ◽  
pp. 241-277
Author(s):  
Suvi Lakkala ◽  
Outi Kyrö-Ämmälä
Keyword(s):  
Action Research ◽  
Inclusive Education ◽  
Cognitive Skills ◽  
Teacher Educators ◽  
Universal Design For Learning ◽  
Collaborative Action Research ◽  
Teacher Competence ◽  
Teacher Skills ◽  
Design For Learning ◽  
Heterogeneous Classes

AbstractThis chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finnish researchers and teacher educators. We identified several teacher skills that are needed when the UDL approach is applied. According to our results, the most overarching necessary competence was the teachers’ cognitive skills. Applying UDL required the ability to flexibly transform one’s own teaching and learning situations. Furthermore, the teachers’ social skills appeared as an important attribute as their pupils were highly heterogeneous with diverse needs, and the teachers needed to collaborate with many other professionals and parents. Also, each teacher’s personal orientation, such as values, beliefs and ethics, played a crucial role in UDL while the teachers shared a common set of values, striving towards inclusive education.

scholarly journals IMPROVING ENGLISH SPEAKING ABILITY USING THE SNOWBALL THROWING GAMES TECHNIQUE

2020 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
Dedy Williana ◽  
Wibbie Putra Anugrah ◽  
Evie Kareviati
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Collaborative Action Research ◽  
Learning And Teaching ◽  
Post Test ◽  
Speaking Skill ◽  
English Speaking ◽  
Teaching Learning

Abstract In this study, the researcher used method Classroom Action Research (CAR) to improve the quality of the learning and teaching processes as well as to detect and solving the problems that found in the teaching and learning process. The subjects of this research were the 34 students in SMK Budi Bhakti Utama Padalarang. The researcher used collaborative action research with some English teachers in the school. In this study, the researcher using the instruments interview and questionnaire test to collecting the data. The test that given to students is pre test and also post test in the and of the class or after the students has a treatment. In this result of the study showed the mean score of pretest is 62.02 to 64.00 and post test’s score reached up to 79.00. It is important to describe that there is a significant improvement of the test. Therefore, the criteria of success had been determined. It is crucial to remember that communicative games have contributed and positive impact on teaching and learning process. The communicative games like snowball throwing game expected to enhance students’ motivation and enthusiasm in learning English. Clearly, It gives positive improvement on students’ confidence and their fluency in speaking skill. In short, communivative games can be describing that the strategy of teaching-learning creates good, enjoyable circumstances and reduces the stress level and boredom in learning process. Keywords:  Snowball Throwing, Speaking ,Car  How to Cite: Last name-1, Initial First and Middle name-1., Last name-2, Initial First and Middle name-2., & Last name-3, Initial First and Middle name-3. (2017). Title Title Title Title. Infinity, X (X), XX-XX.

TEACHER ACTION RESEARCH: ITS DIFFICULTIES AND IMPLICATIONS

2018 ◽  
Vol 6 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Joanna Marie Aguilar-de Borja
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Professional Growth ◽  
School Setting ◽  
Research Process ◽  
Action Research Project ◽  
Teaching Load ◽  
Teaching Learning ◽  
The Impact ◽  
Difficult Part

Purpose: This study generally aimed to (1) identify the most difficult part of the action research process as evaluated by the teachers; (2) find out implications of conducting action research in teaching-learning process; and (3) identify the impact on teachers’ current and future instructional practices in conducting action research. Methodology: Mixed method design which involves quantitative and qualitative methods of researchwas used. High school teachers in Colegio de San Juan de Letran Calamba who conducted action researches from 2012 - 2015 were the respondents of the study. The total number of teachers involved in action research projects is 27 - 41% from the Mathematics-Science and Technology cluster, 37% out of 27 from Socio-Linguistic Cluster, and 22% come from the MAPEH-TLE Cluster. These teachers then answered the survey instrument adapted and modified from the study of O’Connor, Greene, and Anderson (2000). Main Results: Based on the results, writing the Framework of the Study is the most difficult part. All teachers agreed that action research is valuable to the teaching-learning process for both teachers and students. On the other hand, almost all of the teachers said that action research project positively impacted both students’ learning and teaching. This proves that action research as viewed and assessed by teachers has a major role in improving the teaching-learning process. Likewise, teachers proved that involving oneself in action research leads to professional growth of their career through ranking and promotions. School setting and curriculum have been improved through the positive results gained in action researches. Knowledge of statistics or data analyses was one of the hindrances encountered by teachers in conducting action research. It appears that time spent in conducting action research is one big factor that makes this activity difficult for teachers. Implications: Parts of action research, which were considered very difficult for teachers should be the focus of training and development for teachers. Likewise, the number of teaching load and teacher tasks require too much time that they cannot devote for research. Thus, In order for teachers to conduct researches, there should be lesser teaching load to provide extra time for institutional researches and support more teacher researchers. Limitations: The results of the evaluation of the teachers to the questionnaire were the bases in drawing out conclusions. Moreover, the effect of conducting action research through experimentation was not included in the study.

scholarly journals Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study

2021 ◽  
pp. 59-69
Author(s):  
Ona Monkevičienė ◽  
Alvyra Galkienė
Keyword(s):  
Action Research ◽  
Inclusive Education ◽  
Research Methodology ◽  
Quantitative Research ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Research Question ◽  
Scientific Study ◽  
Research Teams ◽  
Design For Learning

AbstractThis chapter presents the theoretical and methodological substantiation of the action research, which was used by collaborating research teams from Poland, Lithuania, Finland and Austria for the study “Improving Inclusive Education Through Universal Design for Learning”. The chapter discusses different sociocultural contexts in the participating countries and what led to the research question, which asks “How does the implementation of universal design for learning enrich the practice of inclusive education in different educational contexts”. This question was looked at in terms of its relevance to the four above-mentioned countries. It can be argued that the action research is favourable for the development of theory and that inclusive education can be changed and reflected by it. The types of action research chosen by the research teams are discussed, those being collaborative, and critical participatory. The cycles of action research and their goals are also presented. Seeking to substantiate the choices of research teams regarding the process and methods of action research, this chapter elaborates on the aspects of action research organisation that are interpreted differently by the researchers: Can the action research be conducted only by the researcher–teachers or can it be carried out by teachers in cooperation with researchers? Is it possible to use a combination of qualitative and quantitative research? The problem with quality and validity of action research is discussed.

scholarly journals Traditional Teaching–Learning Process in the Class of Polish School Through Lens of UDL Approach

2021 ◽  
pp. 71-94
Author(s):  
Jolanta Baran ◽  
Tamara Cierpiałowska ◽  
Ewa Dyduch
Keyword(s):  
Learning Process ◽  
Universal Design For Learning ◽  
Adult Life ◽  
Group Development ◽  
Educational Practice ◽  
Traditional Learning ◽  
Special Educational Needs ◽  
Students With Special Needs ◽  
Design For Learning ◽  
Teaching Learning

AbstractEducation researchers have long advocated modifications to the teaching–learning process in order to make the school a more inclusive space and conducive to individual and group development of students with diverse (including special) educational needs. This is to develop competences, skills and values that will allow students to better prepare for adult life in a rapidly changing world. This demand is not new and is not only a demand but refers to reforming the education process. In Poland, for many years the schools have been undergoing dynamic changes in many different dimensions, partly because of facilitating students with special needs. In the considerations of education researchers, as well as in the daily educational practice of teachers, the question arises as to what should be done to optimise the teaching–learning process and how. One possible idea for such optimisation is to implement the Universal Design for Learning (UDL) approach. The purpose of this chapter is to seek an answer to the question of to what extent the reality of the Polish schools corresponds to the principles of the UDL. An analysis of the traditional learning process through the UDL lens has identified those areas in which UDL approach solutions are provided and also where it is worthwhile to implement them.

scholarly journals Action Reseach on Universal Design for Learning (UDL) in Higher Education

Impact ◽  
2020 ◽  
Vol 2020 (9) ◽  
pp. 9-11
Author(s):  
Atsunori Fujii
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Learning Strategies ◽  
Universal Design ◽  
Positive Impact ◽  
Universal Design For Learning ◽  
Junior College ◽  
Design For Learning ◽  
Students Attitudes ◽  
Institute Of Technology

Atsunori Fujii is a researcher based in the Junior College at the Fukuoka Institute of Technology, Japan, whose work revolves around action research on universal design for learning (UDL) in higher education. Fujii and his team are exploring the potential effectiveness of UDL in the higher education classroom setting. The researchers first offered options based on UDL framework to students in traditional lessons, to investigate how it affects a student's willingness to learn, metacognition, and use of learning strategies. In the next step of the project, they focused on flipped classrooms using ICT. They tested the usefulness of the different types of prior learning content in linear algebra lessons and then conducted a survey to discover the students' thoughts. As a result of that action research, the researchers confirmed that lessons based on UDL had a positive impact on students' motivation, even improving students' attitudes towards learning.

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