Culture and practice of inclusive education in Lithuanian school: the students’ perspective

The aim of this study was to look at the processes of inclusive education in the eyes of the students, without distinguishing them by age, gender, socio-cultural factors, disability, etc., and give them a voice and an opportunity to express their views about the barriers and the recourses for inclusive school culture and practice. 3761 students from 3-12 grades participated in the survey. From the students' point of view, it was found that main barriers for inclusive school culture and practice were: noisy physical environment at school, bullying; inefficient organization of teaching, too difficult and irrelevant learning content; students’ intolerance to diversity and segregationist and discriminatory attitudes toward peers who do not conform to “normality” standards; not managed discipline and behavioural problems in the classroom, discrimination and the practice of exclusion of some groups of pupil; lack of teachers’ respectful and equal communication, cooperation, lack of effective teaching competences. Resources of the inclusive school culture and practice are: assurance of a favourable physical and emotional environment; organization of education, when the curriculum corresponds to the student’s abilities, interests and is available to everyone; students are provided with the opportunity to build friendship relationships, and acknowledge diversity; students’ involvement in decision-makingEdukologijos tyrimų institutasVytauto Didžiojo universitetasŠiaulių universiteta

Bendrojo ugdymo mokyklos veiklos kokybės įsivertinimo rekomendacijos

Projekto „Kokybės vadybos stiprinimas bendrojo ugdymo mokyklose (modelių sukūrimas)“ leidinysVytauto Didžiojo universitetasŠvietimo akademij

Bendrojo ugdymo mokyklos veiklos kokybės įsivertinimo modelis ir rodiklių sistema

Projekto „Kokybės vadybos stiprinimas bendrojo ugdymo mokyklose (modelių sukūrimas)“ leidinysVytauto Didžiojo universitetasŠvietimo akademij

Bendrojo ugdymo mokyklų veiklos kokybės įsivertinimo modelis ir rodikliai : [elektroninis išteklius]

ES struktūrinių fondų projektas „Bendrojo ugdymo mokyklų įsivertinimo rodiklių atnaujinimas ir naudojimosi jais metodikos / rekomendacijų sukūrimas“ SFMIS nr. VPI-2.1-ŠMM-01-V-03-001Vytauto Didžiojo universitetasŠvietimo akademij