scholarly journals Resignificación de la práctica pedagógica desde la perspectiva de inclusión educativa

2016 ◽  
Vol 1 (1) ◽  
pp. 7
Author(s):  
Nayibis Cano Acevedo ◽  
María Claudia Ramos Espitia
Keyword(s):  
Inclusive Education ◽  
Universal Design For Learning ◽  
Educational Practice ◽  
Educational Process ◽  
Equal Treatment ◽  
Continuous Training ◽  
Learning Abilities ◽  
Educational Processes ◽  
Design For Learning ◽  
The Face

La inclusión es más que acceso, implica minimizar las barreras que impiden la participación y el aprendizaje. Este estudio de caso interpretativo analiza las posibilidades de resignificación de las prácticas pedagógicas de los maestros con la mediación de las didácticas flexibles basadas en el Diseño Universal para el Aprendizaje (DUA). Para ello, busca develar nuevas posibilidades de enseñar en contextos de vulnerabilidad social atendiendo a la diversidad como valor que enriquece el proceso educativo. Ante una educación homogeneizante e igualitaria que no atiende a la diferencia, se procura por una propuesta educativa en la que se aprenda no solo a vivir y aprender de las diferencias. Los resultados evidencian que persisten en los maestros imaginarios que presentan la diversidad como sinónimo de dificultad que entorpece el proceso, ya que la pedagogía que emplean se basa en modelos tradicionales de enseñanza que invisibilizan la diferencia y se da un trato igualitario para todos los aprendices, además consideran no estar suficientemente preparados para abordar la diversidad desde el aula. A partir de un proceso de reflexión sobre su quehacer, los maestros reconocen la necesidad de una práctica resignificada que facilite el desarrollo humano de los aprendices en todas sus dimensiones y potencialice al máximo las capacidades para aprender desde el despliegue de múltiples formas para enseñar, destacándose la necesidad de capacitación continua sobre inclusión educativa y el interés por articular su práctica actual con las didácticas flexibles.Palabras claves: diferencia, diversidad, equidad, igualdad, participación, reflexión.AbstractInclusion is more than access, for it involves minimizing the barriers to participation and learning. This research analyzes the possibilities of resignifying teaching practices with the mediation of the flexible didactics based on the Universal Design for Learning (UDL). The study seeks to reveal new possibilities of teaching in contexts of social vulnerability, attending to diversity as a value that enriches educational processes. In the face of a homogenizing and equal education that does not attend to the differences, it is sought an educational proposal in which it is learned to live not only with the differences, but also to learn of them. Results show that teachers still conceive diversity as a synonym for difficulty that impedes the educational process, since teachers’ methodology is based on traditional teaching models that obscure the differences and gives an equal treatment to all learners. Teachers also consider they are not trained enough to address diversity in the classroom. Based on reflection on their work and on the use of multiple ways of teaching, teachers recognize the need to give new meaning to their educational practice, facilitating learners’ human development and making the most of their learning abilities. Findings also highlight the need for a continuous training on inclusive education and the interest on articulating teachers’ current practices with flexible didactics.Keywords: difference, diversity, equity, equality, participation, reflection.

scholarly journals Development of Knowledgeable and Resourceful Learners

2021 ◽  
pp. 145-186
Author(s):  
Alvyra Galkienė ◽  
Ona Monkevičienė
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Research Data ◽  
Educational Process ◽  
Design For Learning ◽  
Educational Factors ◽  
Methodological Aspects

AbstractThis chapter introduces a study carried out in the context of the transformation of the Lithuanian education system towards inclusive education, with the aim of revealing the educational factors that contribute to students becoming knowledgeable and resourceful expert learners in the universal design for learning (UDL) approach. The UDL framework was chosen as a systematic reasoning instrument for the teacher and the school, aiding in achieving the development of expert learner qualities in every student in the general education context and ensuring the quality of inclusive education. The chapter briefly introduces the theoretical approach of the research, the context of Lithuanian education and the school where the research took place, which is relevant for the interpretation of the results, and other important methodological aspects. The research data show that applying the UDL approach helped the teachers to modify the educational process in order to develop in students the qualities of knowledgeable and resourceful expert learners. The results, presented in a structured manner in the chapter, reveal the process and contributing educational factors to students’ becoming actively perceiving, self-directed, knowledge-creating and co-creating learners and learners constructing their own deep comprehension. The research data reveal the methods used by the teachers to recognise and overcome the barriers in cultivating these qualities in their students. We also identified the emerging changes in teachers’ dispositions when applying the UDL approach and designing lessons aimed at promoting the qualities of knowledgeable and resourceful expert learners.

scholarly journals VALUES SUPPORTING THE SUSTAINABILITY OF INCLUSIVE EDUCATION IN DIFFERENT PRACTICES

2021 ◽  
Vol 2 ◽  
pp. 192-202
Author(s):  
Alvyra Galkiene
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Educational Practices ◽  
Scholarly Literature ◽  
The Real ◽  
Real Existence ◽  
Design For Learning ◽  
Fundamental Values

This article analyses how fundamental values underpin educational practices that have emerged in the development of society and create the preconditions for the sustainability of inclusive education. Through the analysis of the scholarly literature, the expression of inclusive values in the application of approaches to integrated, individualised inclusive education and Universal Design for Learning is analysed. It has been established that the effectiveness of inclusive education is substantiated in practices which are based on real existing inclusive values: equity, equality, communality and respect for diversity. Based on the results of the study, it is concluded that the sustainability of inclusive education coincides with the real existence of inclusive values in practice, equally applying to all students.

scholarly journals Reimagining Disability and Inclusive Education Through Universal Design for Learning

2017 ◽  
Vol 37 (2) ◽  
Author(s):  
Jan Doolittle Wilson
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
White Male ◽  
Instructional Materials ◽  
Learning Goals ◽  
Regular Classroom ◽  
Wide Range ◽  
Design For Learning

In 1975, Congress enacted a law eventually known as the Individuals with Disabilities Education Act (IDEA), which ensures that children with disabilities receive a free, appropriate, public education. Since then, scholarly and popular debates about the effectiveness of inclusive education have proliferated and typically focus on the ability or inability of students with disabilities to succeed in so-called regular classrooms. These debates reflect widespread assumptions that the regular classroom is rightly the province of nondisabled students and a neutral, value-free space that students with disabilities invade and disrupt via their very presence and their costly needs for adaptation. But as many scholars in the field of Disability Studies in Education (DSE) have argued, these discussions often fail to recognize that the space of the regular classroom, far from neutral, is constructed for a nondisabled, neurotypical, white, male, middle-class "norm" that neither reflects nor accommodates the wide range of diverse learners within it, regardless of whether these learners have been diagnosed with a disability. A DSE perspective sees the educational environment, not students with disabilities, as the "problem" and calls for a Universal Design for Learning approach to education, or the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities and backgrounds. Agreeing with this DSE perspective, this article uses an autoethnographic approach to reexamine inclusive education and to consider how university classrooms, pedagogy, and curricular materials can be improved in order to accommodate all students, not just those with disabilities. Ultimately, the article argues that Universal Design for Learning has the potential to radically transform the meaning of inclusive education and the very concept of disability.

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 Universal Design for Learning to Support Access to the General Education Curriculum for Students with Intellectual Disabilities

2018 ◽  
Vol 8 (2) ◽  
pp. 66 ◽  
Author(s):  
Adnan Nasser Al Hazmi ◽  
Aznan Che Ahmad
Keyword(s):  
General Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Well Being ◽  
Intellectually Disabled ◽  
Students With Special Needs ◽  
Disabled Students ◽  
Learning Abilities ◽  
General Education Curriculum ◽  
Design For Learning

The issue concerned with enhancing support to the intellectually disabled students for enabling them to access thegeneral education has gained significant importance in the recent years all over the world. The intellectually disabledstudents suffer from neurodevelopmental disorders that acts as a barrier to the normal functioning of the brain andslow down the learning abilities and proper development of an individual. The presence of intellectual disabilitiesaffects both the mental and physical well-being of the students by causing issues for them to understand, thinklogically, speak, remembering things, and find solutions to the problems. Many research studies are conducted acrossthe world for finding the ways and designing innovative models that can help in increasing the access to generaleducation for these students with special needs. The universal design for learning framework also aims at providingsupport to the intellectually disabled students for gaining access to general education by enhancing their intellectualfunctioning and ability to adapt.

Pedagogy for Inclusive Education

2017 ◽  
Author(s):  
Tim Loreman
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Pedagogical Approach ◽  
Late 20Th Century ◽  
Basic Principles ◽  
Academic Literature ◽  
Inclusive Learning ◽  
Design For Learning ◽  
Inclusive Pedagogy

A number of different pedagogical approaches have been presented as being helpful for teachers working with students in inclusive learning environments. These approaches were developed in the late 20th century and were largely derived from models of special education. Many of them are still evident in classrooms around the world today. Based on approaches that appear to have been effective, a set of principles for the development and implementation of inclusive education pedagogy, as identified in the academic literature, can be discerned. These principles, however, are best viewed through a critical lens that highlights cautions for teachers engaged in inclusive teaching. Examples of inclusive approaches that align with some basic principles of inclusive pedagogy include but are not limited to Differentiated Instruction, Universal Design for Learning, and Florian and Spratt’s (2013) Inclusive Pedagogical Approach in Action framework.

Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability

2016 ◽  
Vol 86 (3) ◽  
pp. 366-389 ◽  
Author(s):  
Federico R. Waitoller ◽  
Kathleen A. King Thorius
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Culturally Sustaining Pedagogy ◽  
Cross Pollination ◽  
Interdisciplinary Dialogue ◽  
Design For Learning ◽  
Inclusive Pedagogy ◽  
Education Agenda ◽  
Language And Ethnicity

In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to building emancipatory pedagogies that attend to intersecting markers of difference (e.g., dis/ability, class, gender, race, language, and ethnicity).

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