The implementation of inclusive education has become one of the most important priorities of contemporary education policy. Inclusive education and universal design for learning (UDL) work synergistically: the former defines the vision and values (that all students should be educated together, with equal rights), while the latter provides a practical framework and tools for implementing that vision. Universal Design for Learning (UDL) has a significant impact on the learning process because it allows for the creation of a more flexible learning environment that is accessible to a wider range of learners: it reduces barriers to learning, increases accessibility, and strengthens student engagement and motivation. The application of UDL principles requires not only methodological but also systemic changes, especially in school management, where leadership plays an important role. Thus, the role of the headteacher becomes a strategic enabler of inclusion. The implementation of UDL principles in schools requires the preparation of the entire organisation, from the updating of strategic documents to specific changes in teachers' practices. This requires coordinated leadership, institutional support and the involvement of the entire community. There is a lack of research revealing the experience of school leaders in implementing UDL principles, the challenges they face and the management strategies they apply. Therefore, the following questions are raised: How do general education school leaders implement universal design for learning principles? What challenges do they face and what strategies do they use to manage this change?

The aim of the study was to reveal the management experience of general education school leaders in implementing the principles of universal design for learning. Semi-structured interviews were used to collect data, covering the following constructs: the formation of an inclusive educational culture, the initiation and implementation of change, community mobilisation and involvement, continuous professional development, the role of the school head as a leader in implementing UDL, cooperation with external institutions, and maintaining partnerships. During the empirical study, 12 general education school heads were interviewed. The participants were selected using a targeted convenience sampling method based on the following criteria: current position of headteacher or deputy headteacher, nature of work in an educational institution, experience related to the implementation of inclusion or UDL principles.

After analysing the data, it can be concluded that the successful implementation of UDL in schools depends on comprehensive leadership, which includes strategic planning, emotional support and a culture of team agreements. Key factors include a trust-based community culture, democratic decision-making and long-term, equal partnerships with external institutions. Although leaders face challenges such as resistance or lack of resources, success is determined by values-based leadership, reflective action and a clear vision for change.

Keywords: Universal design for learning, principles of universal design for learning, school leaders' experience, school.