Švietimo prieinamumo iššūkiai sensorinių negalių turintiems mokiniams
Licencinė sutartis Nr. MRU-EDT-1850.
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The challenges of access to education is a concept that covers a very broad spectrum of physical, geographical, social, financial, emotional, psychological, educational and other issues. Educational accessibility challenges for students with sensory impairments refer to the challenges faced by students with visual and hearing impairments in accessing quality education. The topic of accessibility challenges for students with sensory impairments has been little researched in Lithuania, even though the introduction of inclusive education and its challenges have been debated in education policy for the last thirty years, and the actual opportunities for students with hearing and visual impairments are still not sufficiently analysed at both theoretical and practical levels. Most of the research carried out so far has been limited to general aspects of accessibility of educational services, without taking into account the specific needs of people with sensory impairments, their experiences in the educational process or the forms of support used. This topic is particularly relevant in the current context, where the education system is faced with the need to accommodate diversity and to ensure the right of all pupils to quality education. In order to clarify the challenges of educational accessibility, the following research questions were posed: What are the educational accessibility challenges faced by students with sensory impairments in educational institutions? And what measures and methods are used to reduce accessibility challenges in education? Subject of the study: the challenges of access to education for pupils with sensory impairments and disabilities. The aim of the study is to identify the educational accessibility challenges faced by students with sensory impairments from the perspective of teachers and parents. The study shows that both theoretical and empirical research findings reveal the same basic trend - that general education is still not fully accessible for pupils with sensory impairments. There is a lack of systemic solutions and, in practice, a lack of effective tools. A comprehensive approach could be a key way to address these challenges, involving both strengthening specialist training and teacher development, and adapting the content, environment and technology to the needs of each SUP pupil.