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

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.