Uniwersalne projektowanie dla uczenia się – możliwość czy utopia?
The Universal Design for Learning – possibility or utopia?

Summary/Abstract: The contemporary world, with the pace and fundamental nature of the changes taking place in it, force a re-evaluation, reorganisation, and often a redefinition of educational institutions. One of the areas of change is designing the process of upbringing and education in a way that enables as many people as possible, regardless of various developmental challenges or learning difficulties, to take part in it. Without entering into a polemic about the validity of adopting such inspirations, many solutions from other countries are adopted in our educational system, such as Maria Montessori’s system or the Reggio-Emilia approach from Italy, Helen Parkhurst’s Daltonian pedagogy from the United States, forest kindergartens as a form of outdoor education from Scandinavian countries, etc. This text introduces the idea of an approach called Universal Design for Learning (UDL), taken from the Anglo-American culture of education and corresponding with the aspiration already adopted in many developed countries to open education systems to all, full inclusion and mutual social adaptation. In this text, I focused on the most important features of this approach, at the same time trying not to lose sight of our local context, in which teachers and students function in those Polish schools where the traditional model of education dominates. This context is addressed in particular in the final section of the article, where I draw an impassable line between the conditions that give the UDL approach a chance for widespread implementation, and the characteristics of school culture that unequivocally relegate the proposed changes to remain for a long time in the realm of pedagogical utopia.

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