Investigating the Implementation of Universal Design for Learning in Greek Secondary and Second Chance Schools through Teachers' Reflections Dayle Learning

Autor/inn/en	Markou, Paraskevi; Díaz-Noguera, María Dolores
Titel	Investigating the Implementation of Universal Design for Learning in Greek Secondary and Second Chance Schools through Teachers' Reflections Dayle Learning
Quelle	In: European Journal of Educational Research, 11 (2022) 3, S.1851-1863 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Markou, Paraskevi) ORCID (Díaz-Noguera, María Dolores)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Access to Education; Secondary School Teachers; Foreign Countries; Teacher Attitudes; Program Implementation; Expectation; Nontraditional Education; Adult Education; Special Education Teachers; Secondary Education; Greece + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Lehrerverhalten; Expectancy; Erwartung; Non-traditional education; Alternative Erziehung; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Griechenland
Abstract	In the last decades, the notion of universal design for learning (UDL) has gained prominence in the Greek educational scene (former government plan in education, projects based on UDL). This educational philosophy is essentially a necessary inclusive practice given the new conditions, the extreme heterogeneity of the student population due to socio-political and economic factors, and the exceptional circumstances due to COVID-19 pandemic. The UDL aims to ensure access and equity in learning for all learners despite differentiating characteristics. With our study, we seek to investigate whether teachers in secondary and second chance schools (SCS) are ready to implement UDL, what their expectations are, what obstacles they face, and the results of implementation through their records in reflection journals, a practice that is fully consistent with the context of UDL. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01