Mária Švarbová's Photography

• Mária Švarbová's "Snow Pool, Garden" is a digital print on paper
• The work was created in 2017, sized at 90 x 90 cm, and presented at Galería BAT in Madrid
• Born in Slovakia in 1988, Mária Švarbová initially studied restoration and archeology
• Photography became her preferred artistic medium
• Since 2010, she has gained international recognition
• Švarbová's work is showcased in prestigious galleries across the United States, France, and Spain.
• Her photography has been featured in magazines such as Vogue, Forbes, and The Guardian
• Among her accolades is the Hasselblad Master 2018 award
• Švarbová's artistic style captures the psychology of the subject
• Her work experiments with space, color, and atmosphere, setting it apart from traditional portraiture

Universal Design for Learning (UDL)

• A framework grounded in educational practice, research, learning theories, technology, and neuroscience.
• Combines an inclusive teaching approach with practical application guidelines
• UDL is structured around three neural network categories: affective, recognition, and strategic including 3 key principles
• Multiple means of engagement, of information representation, and of action and expression in learning
• UDL considers diversity during planning to ensure learning opportunities for all students
• It offers teachers a structure that enriches curriculum design, reduces barriers, and enhances learning access for all students
• This model helps achieve the Sustainable Development Goal 4 of the Agenda 2030 to ensure inclusive, quality education and promote universal learning opportunities

Commitment to Inclusive Education

• The social discourse on education includes equal access to education, focusing on quality education for opportunity, development, and skill acquisition
• Marginalization based on social status, characteristics, family situation, culture, origin, gender, or religion is rejected
• Universal education ensures access, emphasizing quality education for all students
• High rates of academic failure and social inequality contribute to the exclusion of citizens
• The World Health Organization (WHO) & the World Bank reveal lower school retention & course completion for students with disabilities
• First-generation immigrants and those of subsequent generations face academic challenges
• Integrating students with disabilities in mainstream schools requires changes in teaching and curriculum, but have not been implemented
• Socioeconomic factors and increased diversity in classrooms contribute to shortcomings
• Spain reduced early school dropout rates from 31.7% in 2013 to 18.3% in 2017, moving closer to the European Strategy 2020 goal of 15%
• Spain still has EU's second-highest rate
• Addressing societal issues requires education policies focusing on comprehensive interventions involving schools, families, and communities
• Exclusion cannot be attributed only to students, teachers, or schools
• A shared responsibility, requiring policies and actions for inclusive curricular, organizational, and formative responses to diversity.
• The 48th International Conference on Education called for inclusive education to achieve Education for All by 2015
• The Incheon Conference(2015) & Sustainable Development Goals(SDGs) propose SDG 4 for inclusive education &promote lifelong learning
• The goal increases the ambition including education that addresses all students diverse need
• The EU has emphasized inclusive education, with the Council of the European Union adopting a recommendation (May 22, 2018)
• EU states must ensure inclusive education and provide the necessary support based on students’ needs, from all backgrounds

Universal Design Principles

• Universal design is designing products and environments to be used by everyone
• Requires no adaptation and to accommodate all users
• Implementation requires multiple options, incorporating ramps, stairs, and elevators for accessibility
• Integrated in society, from architecture and transportation to tourism & tech
• Improvements enhance the experience, not only help people in wheelchairs, but also parents with prams or travelers

Universal Design for Learning

• DU aims to personalize learning leading to success but rejects exclusionary to that average
• Education should promote the same opportunities
• Design focuses on flexibility with methods
• Educators must consider diverse cultural references
• DUA gives comprehensive theoretical and practices for learning through comprehensive approach

Designing the Curriculum

• DUA helps identify the right tools for instruction
• It can be integrated with all learning practices
• It focuses on the students, not the content
• It was derived from student needs, not assumptions
• Its 3 core components for design include how we know, how we learn, and motivation
• For instance, providing sign language would fall under "how we know" to help those students

Universal Education

• Must be reflected in the rules, also in practice
• Needs must be accommodated by school
• A paradigm shift ensures diversity exists in the schools and to help with any special requirements
• It is important that administrators work to transform all current issues.

Networks

• Emotional - helps determine the engagement
• Recognition - lets us find and use information
• Strategic - helps organize our action
• Effective network engages and motivates.

Each part has 3 guidelines

• Motivates different processes in individuals

Principles

• 3 levels, including the guidelines and verification spots
• The affection network helps integrate others
• Recognition and representation helps give multiple representation forms
• Strategy helps show different actions

Supporting Motivation

• One of the biggest problems
• Activities that reflect in individuals
• Help give an idea of student

Maintaining effort

• Finding interest for the students

Self regulation

• Can have an effect over the long term

Many presentation forms

• Related to processing information
• Activation is important

Perceptions

• Can find new ways to learn info

Language

• Removing barriers will help the class

Comprehension

• Students should transform knowledge
• Can use different memories

Many forms of support

• Allows more room moving forward

Act

• Can have success in a certain expression

Communication - Writing

• We must adapt
• Can find ways over the long term

Features

• Executive
• Brain of knowledge
• Must facilitate to allow everyone to grow
• Must have easy practices all around

Implementation of DUA

• Serves as a basis and is used at all levels globally, even at the UN
• Aims to make everything better and more accessible