The master's thesis explores the model of Universal Design for Learning (UDL), which in contemporary education offers a flexible framework for planning inclusive instruction tailored to the diverse learning needs of students. The theoretical part presents the fundamental learning theories (behaviourism, cognitivism, and constructivism) that have influenced the development of UDL. The thesis provides a detailed overview of the model's development, a comparison between guideline versions 2.2 and 3.0, and an in-depth presentation of the nine guidelines from version 3.0, organized into the three UDL principles: representation, action and expression, and engagement.
The empirical part presents a quantitative study conducted among primary school teachers, aimed at examining to what extent they are familiar with the UDL model and to what extent they apply its guidelines in their teaching practice. The findings indicate that teachers’ familiarity with UDL is relatively limited; however, many UDL-consistent activities are already being implemented—often intuitively and without consciously referring to the model.
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