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Universal Design for Learning. A practical guide to authentic inclusive education
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Publisher: Editura Universitară
Author: Alina Chiracu, Petronela Piticari
Edition: I
Pages: 144
Publisher year: 2025
ISBN: 978-606-28-2007-7
DOI: 10.5682/9786062820077
Product Code:
9786062820077
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About the author/7
Introduction/9
What is UDL and what does it propose?/11
A brief history of the emergence of UDL/12
UDL in the context of traditional education/15
Differentiation in education and the role of the UDL model in reducing barriers for all students/16
The neuroscientific basis of UDL/18
Student Diversity and the Need for Adaptation/23
Heterogeneous and Inclusive Classes: Conceptual Convergence in the Context of Modern Education/23
Recognizing Diversity as the Norm: From Conformity to Neurodiversity/24
Student Diversity/25
Successful Learning and Eliminating Barriers through the UDL Model/27
Relationships between UDL and Other Psychological Constructs/31
UDL and Executive Functions/31
UDL and Motivation for Learning/35
UDL and Engagement in Learning/37
UDL and Meeting Basic Psychological Needs/38
UDL and Self-Perception/39
UDL and the Use of Technology/41
UDL and Collaborative Learning/51
UDL and Individualized Assessment/63
UDL Guide and the Cyclical Design Model/70
The Need for Cyclical Design in Inclusive or Heterogeneous Classrooms/72
The Circular Model/74
Assessing the Situation: Bio-Psycho-Social Analysis/74
Setting Goals and Identifying Resources with the UDL Guide/78
Identifying Resources with the UDL Guide and Creating a Teaching Plan/79
PRACTICAL GUIDE Design Recommendations/83
MULTIPLE MEDIA FOR REPRESENTATION/86
Design Options for Perception (1)/86
Design Options for Language and Symbols (2)/91
Design Options for Building Knowledge (3)/96
MULTIPLE MEANS FOR ACTION AND EXPRESSION/101
Design Options for Interaction (4) /101
Design Options for Expression and Communication (5)/104
Options for Developing Learning Strategies (6)/108
MULTIPLE MEANS FOR ENGAGEMENT/112
Options for Supporting Individual Interests and Identity (7)/112
Options for Sustaining Effort and Perseverance (8)/116
Options for Emotional Capacity (9)/121
The Future of Inclusive Education: UDL as a Central Model 126
The Need for Teacher Training to Apply UDL 128
The profile of the teacher prepared for UDL/129
Training programs and international training models in UDL/130
Obstacles and solutions in the preparation of teachers for UDL/132
Recommendations for educational policies and systemic training in UDL/134
UDL and the need for educational reform in Romania /135
Concluding remarks/137
Bibliography/139
Introduction/9
What is UDL and what does it propose?/11
A brief history of the emergence of UDL/12
UDL in the context of traditional education/15
Differentiation in education and the role of the UDL model in reducing barriers for all students/16
The neuroscientific basis of UDL/18
Student Diversity and the Need for Adaptation/23
Heterogeneous and Inclusive Classes: Conceptual Convergence in the Context of Modern Education/23
Recognizing Diversity as the Norm: From Conformity to Neurodiversity/24
Student Diversity/25
Successful Learning and Eliminating Barriers through the UDL Model/27
Relationships between UDL and Other Psychological Constructs/31
UDL and Executive Functions/31
UDL and Motivation for Learning/35
UDL and Engagement in Learning/37
UDL and Meeting Basic Psychological Needs/38
UDL and Self-Perception/39
UDL and the Use of Technology/41
UDL and Collaborative Learning/51
UDL and Individualized Assessment/63
UDL Guide and the Cyclical Design Model/70
The Need for Cyclical Design in Inclusive or Heterogeneous Classrooms/72
The Circular Model/74
Assessing the Situation: Bio-Psycho-Social Analysis/74
Setting Goals and Identifying Resources with the UDL Guide/78
Identifying Resources with the UDL Guide and Creating a Teaching Plan/79
PRACTICAL GUIDE Design Recommendations/83
MULTIPLE MEDIA FOR REPRESENTATION/86
Design Options for Perception (1)/86
Design Options for Language and Symbols (2)/91
Design Options for Building Knowledge (3)/96
MULTIPLE MEANS FOR ACTION AND EXPRESSION/101
Design Options for Interaction (4) /101
Design Options for Expression and Communication (5)/104
Options for Developing Learning Strategies (6)/108
MULTIPLE MEANS FOR ENGAGEMENT/112
Options for Supporting Individual Interests and Identity (7)/112
Options for Sustaining Effort and Perseverance (8)/116
Options for Emotional Capacity (9)/121
The Future of Inclusive Education: UDL as a Central Model 126
The Need for Teacher Training to Apply UDL 128
The profile of the teacher prepared for UDL/129
Training programs and international training models in UDL/130
Obstacles and solutions in the preparation of teachers for UDL/132
Recommendations for educational policies and systemic training in UDL/134
UDL and the need for educational reform in Romania /135
Concluding remarks/137
Bibliography/139
Universal Design for Learning (UDL) is not just an educational model, but a transformative pedagogical vision that proposes a paradigm shift in relation to traditional teaching and learning models. UDL promotes a student-centered approach, encouraging the transfer of control from the teacher to the student, in order to facilitate an inclusive educational process adapted to all categories of learners. The fundamental goal of implementing UDL is to create a flexible learning framework, in which each student is listened to, understood and supported in his or her development, in accordance with his or her own abilities and level of development.
In Romania, educational reforms are frequent and declaratively aligned with the recommendations of the European Union and international organizations, such as UNESCO. However, the actual implementation of these reforms faces major difficulties. On the one hand, the educational infrastructure is often inadequate, especially in rural areas or isolated localities. On the other hand, insufficient training of teachers and their reluctance to new educational paradigms constitute significant obstacles to the transformation of the system.
A structural problem of the Romanian education system is its dependence on rigid traditional models, coupled with the lack of a coherent systemic vision. Reforms are often imposed from the top down, without a deep analysis of the reality at the grassroots level. In schools in disadvantaged communities, students still face a lack of supplies, precarious or absent family support, poorly motivated teachers and poor or even non-existent infrastructure. Although there are positive initiatives and schools that adopt modern educational practices, these are insufficient to generate systemic change. The results of the PISA tests reflect this reality: Romania is constantly at the bottom of the European rankings, which indicates a deep crisis in the efficiency of education. However, educational success does not only mean academic performance, but also the preparation of young people for life – personal, social and professional.
In this context, the status of teachers has suffered a significant devaluation. Teachers are no longer perceived as character builders or vectors of knowledge, but often as simple executors of a bureaucratic system. This situation can, however, be reversed: by taking an active role in continuous professional development. By engaging in training, by opening up to modern teaching methods and by creating communities of practice, teachers can regain their professional prestige and become authentic agents of change.
Beyond educational issues, Romania is also facing a labor market crisis. The existence of a workforce insufficiently trained for medium-complexity jobs is compounded by the phenomenon of overspecialization of young people, who subsequently migrate in search of more favorable professional and financial conditions. This professional polarization and continued emigration lead to a profound socio-economic imbalance, with negative effects on the sustainability of the system.
This volume aims to present concrete ways to implement UDL principles in the Romanian educational context, as a viable solution for increasing the quality of the teaching-learning process. At the same time, through this work we want to draw attention to the importance of teacher training, so that they become facilitators of authentic learning and promoters of the development of relevant life skills. Although UDL is only one of the possible models, it stands out for its accessibility, adaptability and proven results in other educational systems. Therefore, its adoption in Romania can contribute to transforming education into an inclusive, efficient and future-oriented process.
In Romania, educational reforms are frequent and declaratively aligned with the recommendations of the European Union and international organizations, such as UNESCO. However, the actual implementation of these reforms faces major difficulties. On the one hand, the educational infrastructure is often inadequate, especially in rural areas or isolated localities. On the other hand, insufficient training of teachers and their reluctance to new educational paradigms constitute significant obstacles to the transformation of the system.
A structural problem of the Romanian education system is its dependence on rigid traditional models, coupled with the lack of a coherent systemic vision. Reforms are often imposed from the top down, without a deep analysis of the reality at the grassroots level. In schools in disadvantaged communities, students still face a lack of supplies, precarious or absent family support, poorly motivated teachers and poor or even non-existent infrastructure. Although there are positive initiatives and schools that adopt modern educational practices, these are insufficient to generate systemic change. The results of the PISA tests reflect this reality: Romania is constantly at the bottom of the European rankings, which indicates a deep crisis in the efficiency of education. However, educational success does not only mean academic performance, but also the preparation of young people for life – personal, social and professional.
In this context, the status of teachers has suffered a significant devaluation. Teachers are no longer perceived as character builders or vectors of knowledge, but often as simple executors of a bureaucratic system. This situation can, however, be reversed: by taking an active role in continuous professional development. By engaging in training, by opening up to modern teaching methods and by creating communities of practice, teachers can regain their professional prestige and become authentic agents of change.
Beyond educational issues, Romania is also facing a labor market crisis. The existence of a workforce insufficiently trained for medium-complexity jobs is compounded by the phenomenon of overspecialization of young people, who subsequently migrate in search of more favorable professional and financial conditions. This professional polarization and continued emigration lead to a profound socio-economic imbalance, with negative effects on the sustainability of the system.
This volume aims to present concrete ways to implement UDL principles in the Romanian educational context, as a viable solution for increasing the quality of the teaching-learning process. At the same time, through this work we want to draw attention to the importance of teacher training, so that they become facilitators of authentic learning and promoters of the development of relevant life skills. Although UDL is only one of the possible models, it stands out for its accessibility, adaptability and proven results in other educational systems. Therefore, its adoption in Romania can contribute to transforming education into an inclusive, efficient and future-oriented process.
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