International conference Inclusive education in the interest of

International conference Inclusive education – in the interest of all children Tallinn, 2 December, 2015 Learning Together to Live Diversity: Implementing Inclusive Education in Lithuania Stefanija Ališauskienė s. alisauskiene@cr. su. lt Algirdas Ališauskas algirdas. alisauskas@su. lt

Lithuanian context 392 922 children 11% children with SEN: 23 % SEN related to disabilities, 77 % to other reasons; 98, 2% with SEN at regular schools; 1, 8 % - at special schools and classes. Area 65, 300 km 2 Population 2, 944, 000 Capital Vilnius population: 526, 356 Coastline 90 km Lowest point Baltic Sea 0 m Highest point Aukštojas 294 m Ethnic groups Lithuanian 83. 9% Polish 6. 6%; Russian 5. 4% Belarusian 1. 1% ; other 3% Children with SEN have a need for assistance and services in the education process that occurs due to being exceptionally gifted, having congenital or acquired disorders or disadvantages in a person’s surroundings. International conference Inclusive education – in the interest of all children,

National context of inclusive education Shift from Defectology over the last 25 years (post-soviet period) Problems located within the child Deficit model Specialised education Special pedagogy Social model School for all Diversity Needs Context Integration Barriers Resources Inclusion Children rights De-centralised system – Regular schools – Resource Centres – Accessibility Schools are not sufficiently prepared to accept every child, mainly due to teacher education issues, their competences and attitudes towards IE. Law on Education, 1991; Law on Special Education, 1998; Law on Education, 2011. International conference Inclusive education – in the interest of all children, Tallinn, 2 December, 2015

National Context of Inclusive Education Documents Year Priorities Education Law of 2011 the Republic of Lithuania üEducational support for all children, their parents, teachers üPsychological, social pedagogical, special pedagogical / special support üSupport for schools and teachers, transportation of children State Education 2003/ Accessible system of continuing education that guarantees LLL 2012 and social justice in education. Strategy Net of Pedagogical Psychological Services. State Education 2013/ Autonomous and networking schools, qualified teachers, wide 2022 possibilities for every learner. Strategy Opportunities for efficient education of children with diverse abilities and needs, learning conditions for children of ethnic minorities / migrant families. Concept Paper on 2013 Conceptual framework for assessing the quality of school activities. School as a learning community. ‘Good Enough School’ Action Plan for 2014/ Accessibility of inclusive education and quality of multi- 2020 sectorial / multi-professional educational support for children Education with SEN and their families. International conference Inclusive education – in the interest of all children, Tallinn, 2 December, 2015

National context of inclusive education The legislation on special education has been developed over the past 20 years to reflect Lithuanian shifts in its democratic and humanistic tradition. This has led to: Decentralised system: responsibility for special schools (as RC) to municipalities. Municipality takes care of accessibility of education for persons with SEN (Law on Education 2011): adapting school environment, providing psychological, special / social pedagogical / special support, technical assistive devices, educational materials, etc. Multi-functional centres - equal opportunities of children living in rural areas to participate in a Pre-school and a Pre-primary education programmes, and for parents to combine family and professional obligations (2011– 2013). All educational institutions and education providers have to accept pupils with SEN (Regulations, 2007, 2011). Children with SEN taught according to the same Pre-school, Pre-primary, School education curriculum taking in to account their individual SEN (Regulations 2011). The previous terminology - from diagnosis/problems located “within the child” towards needs / children rights for equity in education. New financing model – ‘money follows the child’ (Regulations, 2011). International conference Inclusive education – in the interest of all children, Tallinn, 2 December, 2015

Education of Children in Lithuania Primary School Basic School 1 -4 years of education 1 -10 years of education Secondary School 1 -12 years of education Progymnasium Gymnasium 5 -8 years of education 9 -12 years of education Children start school at 7 years of age Education is obligatory till 16 years of age Education of children, including those with SEN, in Lithuania should be provided in any school Education programmes should be adjusted to pupils needs Children with very extensive or extensive SEN can study at designated general education schools up to 21 years of age International conference Inclusive education – in the interest of all children, Tallinn, 2 December, 2015

Institutions in Charge of the Implementation of IE Policies Ministry of Education and Science National Centre for Special Needs Education and Psychology Education Supply Centre Education Development Centre National Agency for School Evaluation Centre for Quality Assessment in Higher Educational Support Institutions and Services (82) Pedagogical Psychological Services (55) Teacher Education Centre Education support Centres Schools General Education Schools (1205) Pre-Schools (688) Non-governmental organizations International conference Inclusive education – in the interest of all children, Tallinn, 2 December, 2015

Shift from defectology towards inclusive education in LT has been stipulated by the combination of particular circumstances related to regaining of independency. Democratisation of Education System Activity of parent organizations Reform of HE Innovative research New international Experience Motivation of professionals Other International conference Inclusive education – in the interest of all children, Tallinn, 2 December, 2015

Partnership and Collaboration for IE Families NGOs Inclusive education is understood as an ongoing process aimed at offering quality education for all while respecting diversity and the different needs and abilities, characteristics and learning expectations of the students and communities, eliminating all forms of discrimination’ (UNESCO 2008) Assessment Research Education of Teachers Policy of Education Pedagogical Practice Educational Support Movement to Inclusive Education required of changes in educational policy and practice, research, education of teachers / special pedagogues, as well as social cultural changes. International conference Inclusive education – in the interest of all children, Tallinn, 2 December, 2015

The Main Fields of Changes In In educational assessment policy and from methodology diagnosis from clinical towards approach identificat towards social ion of approach individual educational needs In teacher competency education from rejection towards ‘We are not preparing prepared to work educate with children diverse with disabilities’ children collaborating towards in a team supporting children and each other Collaboration • Among the fields • Among institutions • Among responsible persons and actors In pedagogical practice from isolation towards participation and belonging Ways of collaboration • Legal requirements • Bilateral / Multilateral agreements/ Memorandums of Understanding • Personal relationships International conference Inclusive education – in the interest of all children,

Teacher Education for Inclusion Initiatives Results Processes of Inclusion in LT regular • ‘We are not prepared to teach children with schools have been started with disabilities’, teachers’ resistance (from 1990) • ‘We have no knowledge to teach these children’. Courses on IE for Pre. Sett/In. Sett have been recommended, Mo. ES, 1995. Teacher education should be based on the general principles of Inclusive Education. Nordic / Baltic countries project ‘School for All’, 2000 -2004. Guidelines for Teacher Training to Educate Children with SEN in Mainstream Classes’ (2003). European Agency of Special and Inclusive Education project ‘Teacher Education for Inclusion’ evaluated contents of Pre. Sett, 2009. Contents of 80 curricula for Pre. Sett have been analysed. There was no any course on IE in 25 curricula. Courses were found mainly in primary teachers’ curricula. Lack of focus on IE in subject teacher education. New requirements for teacher education / National Education Strategy 2013/2022 • An integral teacher education and qualification upgrading system • Teacher ed oriented towards the changing role of a teacher, new competences and values International conference Inclusive education – in the interest of all children, Tallinn, 2 December, 2015

Is it possible to change only one field to reach Inclusive Education? Changes in Education Policy and Methodology Yes Yes Yes Changes in Assessment and Identification of Ed Needs No Yes Yes Changes in Professional Training of Teachers and Special Pedagogues No No Yes Yes Changes in Atitudes and Knowledge of Teachers No No No Yes Changes in Pedagogical Practice No No Yes Good enough start Excellent Ready to Started! We are on start. implement We need a a right What is support! way!? next? International conference Inclusive education – in the interest of all children, Tallinn, 2 December, 2015

Tänu! Thank You! Ačiū! International conference Inclusive education – in the interest of all children, Tallinn, 2 December, 2015