| Abstract [eng] |
The Master's thesis examines how the school is appeared to educate children with disabilities. The work analyses the laws governing the education of children with disabilities at the inclusive school, and contains the theoretical and empirical situations related with the education of children with disabilities at the inclusive school. The objective of the study is to assess the school readiness to educate children with disabilities in the inclusive way. The following research instruments were designed for the study: questionnaires for school administration representatives, special educators, teachers, learners, and interview questions to parents. The survey involved 43 school principals, 40 special education teachers, 110 teachers from all over Lithuania, as well as 232 learners of Biržai and Pasvalys district, six parents of children with disabilities were interviewed. An empirical study was carried out combining both quantitative and qualitative research methods (triangulation). The empirical part contains the overview of situation of the special education school, analyzes the adaptation of physical environment of the school, resources of educational tools, preparedness of teachers to educate learners with disabilities, adaptation of curriculum, cooperation between the participants of the teaching process, well-being of children with disabilities at school, parents' opinion, and reflections. Key findings include: • Education policy related to the satisfaction of the requirements of persons with special educational needs (SEN), based on international requirements, which ensure the social protection for persons with special needs and education (learning) according to their abilities and interests. The analyzed international and local laws establish the provisions for education of children with disabilities, which are based on the principles of equal opportunities, inclusive education, and education quality assurance. Documents relating to the Lithuanian education frequently contain the term \"integrated\" rather than \"inclusive education\". Lithuanian education is based on the humanistic idea of education of children with disabilities, which aims to facilitate and to ensure that all children are educated. • The study showed that secondary schools are attended by including number of learners with special needs. However, the number of learners with disabilities, which are consistent with severe and profound special needs, is relatively limited at schools, as shown by the study. Often such learners are directed to study at special education institutions or at home because school premises are not adapted or there is lack of professional educators. • According to the survey, part of surveyed schools have no learners with the specified disabilities, so there is no need to adapt the physical environment in such schools. This provision limits the implementation of the idea of inclusive education. • The research has shown that because of poor financing of schools, they lack education measures, additional technical tools and textbooks for learners with disabilities. In order to best meet the learner's special needs, teachers seek to acquire appropriate measures of schooling independently. • The number of school specialists who have participated in the research is sufficient in accordance with the guidelines, but there is a lack of teachers' assistants at school. The respondents think that the schools are best in providing the speech aid, and less successful in providing the psychological assistance. Educators and professionals are formally adequately prepared to meet the special needs of pupils, but only less than a half of the participating teachers have sufficient expertise to educate learners with disabilities. • The research has shown that teachers often educate learners with special needs in accordance with modified and adapted programs. Customized training programs are prepared for learners with disabilities, although teachers encounter difficulties in preparing them. According to the respondents teachers get help from special educators who not only help to develop proper training curricula but also advise teachers on special education issues. The study participants support the idea that the learner's parents should take part in the curriculum development, customization and implementation. • Education and communication between the participants of the educational process is intensive. There are common consultations, workshops with discussions on the identification of children with special needs, their evaluation and satisfaction of their needs and, along with the development of educational programs and organisation of other joint activities. In the opinion of the research participants, the participation of parents in the child's educational process is very important, albeit insufficient. • The study showed that learners with disabilities understand their situation, but do not like to be distinguished from their peers. These learners do not like to learn from different textbooks, go to specialist classrooms; there are cases where even in their class these children do not feel well. As commented by the survey participants, some special educators and teachers do not even know how a learner feels at the classroom, although teachers generally tend to care for children with disabilities, but not to distinguish them from other learners. These learners have friends, and peers they are willing to help them, but there are cases of bullying or violence. • Parental opinion coincides with the views of other respondents. There is a lack of state attention to the inclusive education of learners with disabilities, lack of funding. However, the study highlighted the positive experience associated with the positive approach of school administrations as to the inclusive education, parents' activity, positive self-assessment of children with disabilities, and benevolent attitudes of peers and teachers to them. Keywords: special education, special needs, special educational needs, pupils with special needs, disability, inclusive education. |
