1. 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

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

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

4. 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

5. Difference between integration and inclusion

6. 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

7. 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

8. 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)

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

10. 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)

11. Pupils at special schools

12. 2012 Total number of pupils – 387 227
Pupils at special schools –

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

14. 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)

15. 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

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

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

18. 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

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

20. 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

21. 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

22. 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)

23. Special educational needs
minor
moderate
major
severe

24. 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

25. 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

26. 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

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

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

29. Adapting the learning environment
physical environment
social environment

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

31. 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

32. What to observe
Lighting
Glare
Color contrast
Compensatory equipment

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

34. 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.

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

36. 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

37. Educational support
What to teach?
How to teach?

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

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

40. Vaineta Verbanovaitė

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

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

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

64. APPLES CHILD AND NATURE

65. 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.

66. 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.