Author: Yelena Marchenko

DOI: 10.62670/2308-7668.2026.55.1.007

Source: Issue: vol. 55 No. 1: 10 April 2026

Publisher: PE "Center of Excellence"

Document type: Practice-oriented article

Abstract

The article is devoted to the analysis of universal pedagogical solutions in the organisation of inclusive education and focuses on the practical tasks faced by teachers in mainstream schools. Inclusion is considered not as a set of special conditions for individual students, but as a characteristic of the quality of the organisation of educational activities, ensuring the participation and progress of all students in the class. The article sequentially reveals such aspects of lesson organisation as the structure of educational activities, the phased completion of tasks, the use of visual and external aids, working with teaching instructions, task variability, and tempo flexibility.
The conclusions presented in the article are based on an analysis of pedagogical observations, a summary of the author’s professional experience, and the results of a survey of teachers, which ensures their empirical validity and practical reliability.
The materials of the article correspond to the provisions of universal design for learning and can be used by teachers, methodologists, and management teams of educational organisations when designing lessons, providing methodological support, and organising professional development in the field of inclusive education.

Key words: inclusive education, universal pedagogical solutions, universal design for learning, educational barriers

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