| Abstract [eng] |
This study examines the role of stigmatization and labelling in the context of inclusive education and their impact on the integration of students with special educational needs in mainstream schools. The aim is to reveal how social norms are constructed within the school environment, how the image of the “appropriate student” is shaped, and how this affects students’ social well-being, learning motivation, and participation in the school community. The theoretical part of the study draws on Goffman’s concept of stigma, Becker’s labelling theory, and contemporary interpretations of stigma. The analysis showed that a certain model of the “normal” student still prevails within the education system, based on academic achievement, the ability to conform to established rules, and emotional self-control. Students who do not meet these expectations often become subjects of social labelling. As a result, differences within the school acquire social significance and may determine a student’s reputation, relationships with peers, and participation in the educational process. The empirical part of the study combined qualitative and quantitative research methods, including semi-structured interviews and questionnaire-based surveys. The attitudes of teachers, parents, and educational support specialists toward the integration of students with special educational needs in general education institutions were analysed. The findings revealed that stigmatization most commonly manifests through lowered academic expectations, excessive evaluation of behaviour, constant emphasis on assistance, and informal labelling of students. Labels formed at an early stage, such as “problematic” or “weak,” tend to influence students’ self-esteem, motivation, and social relationships over time. The study also showed that support can function in a dual way as an opportunity to facilitate more successful participation in the educational process, and as overly emphasized or publicly displayed assistance that reinforces the student’s separation from the classroom community. It was found that teachers’ attitudes, school culture, and the nature of community relationships play a significant role in the formation or reduction of stigma. In conclusion, inclusive education in Lithuania faces tensions related to structural and cultural change. Although education policy is oriented toward strengthening inclusion, standards of “normality” persist in practice, contributing to processes of stigmatization and labelling. Effective implementation of inclusion requires not only financial and organizational solutions but also broader cultural change within the school community - a transformation of teachers’ attitudes, greater attention to emotional safety, and a conscious effort to reduce stigma in everyday educational practices. |
