The full participation of all pupils in the overall educational process is defined by the concept of inclusive education, which is gradually evolving in education policy and practice (Magnússon, Göransson, & Lindqvist, 2019). It includes the full participation of all pupils in a shared learning experience, and educational practices that address barriers to learning (Florian, 2019). Inclusive education applying the principles of Universal Design for Learning (UDL), which includes promoting students' involvement in learning processes, guaranteeing a deep understanding of the analysed phenomena, initiating self-directed learning, and using e-tools to create a barrier-free environment, is a prerequisite for the personal success of each pupil (Van Boxtel, & Sugita, 2019; Sanger, 2020; Swanson, Ficarra & Chapin, 2020).

Research problem. Most research is aimed at revealing general trends in education applying UDL; however, there is a lack of focus on revealing the individual experiences of teachers. This research aims at answering the question of what teachers’ individual teaching profiles of UDL-based education are in the environment of contact and remote education. The following elements constitute the centre of attention: traditional teaching methods used by the teachers; the ways of modelling education for engagement and participation by eliminating barriers; the ways of encouraging self-regulated and co-operative learning; the ways of using digital technologies for engagement and scaffolding.

Research methods. In order to identify individual latent teacher profiles that encompass the essential components of UDL-based inclusive teaching and traditional teaching, the quantitative analysis was used for latent profile analysis (LPA) (Creswell, 2019). An online self-reported questionnaire was used for data collection. It consisted of blocks of questions designed to reveal the experiences of subject teachers in contact and remote learning settings. 1432 Lithuanian, Latvian, and Estonian subject teachers took part in the survey.

Research results. Research results. The LPA analysis revealed 8 latent teacher profiles with different characteristics of UDL-based inclusive education or traditional teaching in contact and remote teaching conditions. Only 4 - 5% of the subject teachers had a profile characterised by a sustained UDL approach to teaching: promoting pupils' self-directed learning; empowering pupils' engagement, understanding, independent action and expression; promoting pupils' e-inclusion; and using few traditional teaching methods. Other teacher profiles were characterised by limited UDL-based inclusive education either due to the lack of one or more of its components, or to the predominance of direct teacher guidance. Research results revealed that the shift to remote education has slightly reduced the use of UDL-based teaching. Differences have been established between teacher profiles in Lithuania, Latvia, and Estonia: in Estonia, when using remote education environments, the number of teachers who sustainably apply the UDL approach increases. Whereas in Lithuania and Latvia, the number of these teachers decreases when using remote education environments.

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