Nijolė Margelevičienė, Lithuania DES I-2, Palencia, Spain, 2013 EFFECTIVE SCHOOL: INCLUDING SPECIAL NEEDS CHILDREN AND MEETING THEIR NEEDS Nijolė Margelevičienė, Lithuania DES I-2, Palencia, Spain, 2013

All countries are at: … different points of the journey to inclusion signposted by the Salamanca statement … (Peacey, 2006)

From exclusion to inclusion (Christer Ohlin) Denial Acceptance Understanding Knowledge Exclusion Segregation Integration Participation/inclusion

combating discriminatory attitudes, creating welcoming communities, Regular schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society achieving education for all provide an effective education to the majority of children <...>. Salamanca Conference, 1994

Difference between integration and inclusion

INTEGRATION children have to adapt to school and the general educating programs INCLUSION children have the right to participate at general educating programs and schools school has the duty to adopt the child

Inclusive education is a process of strengthening the capacity of the education system to reach out to all learners ... As an overall principle, it should guide all education policies and practices, starting from the fact that education is a basic human right and the foundation for a more just and equal society UNESCO, 2009

Education for all pre-school and school children with physical and mental impairment to be given at home, in the regular and special classrooms of general education schools or special schools as close to the family location as possible. The Law on Education (1991)

Education shall be compulsory for persons under the age of 16 Article 41 The Constitution of the Republic of Lithuania

Education for all pre-school and school children with physical and mental impairment to be given at home, in the regular and special classrooms of general education schools or special schools as close to the family location as possible. The Law on Education (1991)

Pupils at special schools 1990 - 11 359 2012 - 3 826

2012 Total number of pupils – 387 227 Pupils at special schools – 3 826

Pupils with special needs at general education schools 2005 – 9,4 % 2011 – 11,9 %

Children with special needs are those who have limited possibilities to take part in their educational process and social life because of their inborn or acquired disorders (1998)

Children with special needs (2002) Mental disorders Learning disabilities Disorders of behavior, emotions and social development Speech disorders Seeing disorders Hearing disorders Movement disorders Chronic somatic and neurological diseases Complex disorders Other disorders

Children with special educational needs require help and facilities regarding their exceptional abilities, inborn or acquired disorders or unfavorable environmental factors (2011)

Children with special educational needs (2011) Children having disorders Children having disabilities Children having learning difficulties

Children having disorders Mental disorders Seeing disorders Hearing disorders Users of coclear implant Movement and neurological disorders Diverse development disorders (autism... ) Hearing and seeing disorders Complex disorders

Children having disabilities Learning disabilities Behavioral and emotional disorders Speech and language disorders Complex disabilities

Children having learning difficulties Learning in non native language or living in other cultural/linguistic environment Slowdown in the development Having health problems Experiencing unfavourable environmental factors Experiencing emotional crisis Do not realizing exeptional abilities

Minister of Education and Science of Lithuania Procedure of determination of special educational needs Procedure of organization of education of learners with special educational needs

Evaluation of learners' special educational needs Primary evaluation - Child welfare commission (school) Evaluation from pedagogical, psychological, medicinal and socio- pedagogical aspects - Pedagogical psychological service (municipality)

Special educational needs minor moderate major severe

Criteria (1) The amount of the program content modification The learner’s achievements Applying the education methods and ways Selection of textbooks and application of teaching materials

Criteria (2) The need for technical equipment (means) for education The need for special educator’s support The need for special support The need for psychological support The need for social educator‘s support

Education of learners with special educational needs shall be implemented by all schools that provide compulsory and universally available education, other education providers and, in certain cases, by schools (classes) designated for education of learners with special educational needs Law on Education, 2011

Meeting the needs of children adapting the learning environment planning and organising educational process cooperating with family and the community welcoming diversity

Meeting the needs of children adapting the learning environment planning and organising educational process cooperating with family and the community welcoming diversity

Adapting the learning environment physical environment social environment

General considerations for arranging the physical environment safe and barrier-free environment proper arrangement of light, noise level, ventilation comfortable and attractive furniture

Environmental adaptations for children with seeing disorders Floor contrast for mobility ease Contrast to define borders on walls Convenient use and storage of materials To warn about the changes

What to observe Lighting Glare Color contrast Compensatory equipment

Environmental adaptations for children with hearing disorders Seating Possibility to see lips Reducing noise Increasing visual information

Environmental adaptations for children with movement disorders Lifts Ramps Wider doorways Handrails Nonskid floor surfaces Flexible furniture Specialized equipment and technologies for reading, writing etc.

Meeting the needs of children adapting the learning environment planning and organising educational process cooperating with family and the community welcoming diversity

Planning and organising educational process adapting the curriculum drawing up individual educational programme for each child applying appropriate teaching methodology using appropriate teaching material having extra time for individual work with the child

Educational support What to teach? How to teach?

Teachers Support the idea Problems: - ability to use new teaching methods - ability to establish partnership

Individual educational programme Meet unique needs Encourage self-esteem and motivation Develop the skills that would compensate the impaired functions

Vaineta Verbanovaitė

School – multifunctional centre „Žiburėlis“ 210 children Basic teaching Pre- school education Non formal education

School – multifunctional centre „Žiburėlis“ Teachers Psychologist Social educator 2 speach terapists Movement therapist Special educator Specialists for children with hearing and seeing disorders

Teaching should be a flexible mix of Whole class instructions Mixed ability groups Ability groups Individual attention if possible.

APPLES CHILD AND NATURE

MY SCHOOL Think about your school (the one you attended or are working now). Was (is) it good for learners with special educational needs? Use the criteria to evaluate if the school was inclusive. Tell about it to your group. Compare your experiences and discuss them among the group.

OUR INCLUSIVE SCHOOL (from the point of view of your group) Design an inclusive school of your group. Discuss and decide on 3-5 actions you would do to make the school more inclusive for the learners with special educational needs.