| Abstract [eng] |
Relevance of the Final Thesis. As inclusive education is being implemented nationwide in Lithuania, various attitudes towards education of children with disabilities in general schools are observed. Purpose of this Research – to assess the attitudes of heads of general schools towards the educational opportunities of children with disabilities in general education schools, taking social and demographic factors into consideration. Objectives of this Research. To assess heads' attitudes towards the educational opportunities of children with disabilities in general education schools, considering (1) social and demographic factors and (2) the specific characteristics of children's disabilities. 3. Taking social and demographic factors into consideration, evaluate the necessary measures for the inclusion of children with disabilities in general education schools. Methods of this Research. A survey was conducted among 115 heads of general education schools in Vilnius County. Their attitudes towards the education of children with disabilities in general education schools were assessed, taking into account social and demographic factors. Results: The most frequently indicated barriers for inclusive education provision were the lack of specialists, compensatory measures, methodological tools, adaptation of the physical environment, and high number of pupils. Negative attitudes towards the possibilities for provision of inclusive education were more common among respondents from schools with fewer pupils and higher relative number of teachers (p < 0.05). Most heads of schools disagreed with the capacity of children with severe disabilities, except for mobility impairments, to learn in general education schools. The attitudes of heads of general schools towards children capacity did not significantly differ. The most lacking physical environment adaptation and compensatory technique measures included spaces adapted for physical activity, ramps and handrails, modified toilets and showers, specialized reading and audio equipment, medical assistance devices, positions for specialists such as personal assistants for disabled individuals, special educators, and special education coordinators, as well as competencies and skills related to the use of compensatory measures, teaching methods for children with disabilities, and the creation of individualized education plans. The attitudes of heads of general education towards these measures did not differ significantly. Conclusions: Most heads of general education schools do not agree that children with disabilities have sufficient opportunities to learn in general education schools. The main obstacles identified include the lack of specialists, compensatory techniques, methodologies, and unadapted physical environments. The majority of heads do not support the capacity of severely disabled children, except for those with mobility impairments, to learn in general education schools. Most heads agree on the deficiencies in physical environment adaptation, compensatory techniques, specialists, and competencies. The negative attitude towards educational opportunities is mostly observed among heads with fewer students and more teachers, while their views on children capacity and measures do not significantly differ. |
