The analysis of the special education system’s legislation in Lithuania
| Author | Affiliation |
|---|---|
Gudonis, Vytautas | |
Klaipėdos universitetas |
| Date |
|---|
2013 |
Mokyklos (pedagogų kolektyvai) turėtų pripažinti savo mokinių poreikių įvairovę ir reaguoti į ją pasirinkdamos skirtingus ugdymo būdus, metodus ir skirtingą mokymo tempą, teikdamos kvalifikuotą specialiąją pedagoginę, psichologinę bei socialinę pagalbą. Viena iš pagrindinių vaikų, turinčių specialiųjų poreikių integracijos sėkmės sąlygų – bendrojo lavinimo mokyklų mokytojų požiūris į integraciją, jų pasirengimas ugdyti šiuos vaikus. Mokytojai turėtų ne tik žinoti specialiojo ugdymo bendruosius reikalavimus, būti susipažinę su įvairiomis negalių rūšimis, gebėti individualizuoti, adaptuoti ar modifikuoti ugdymo programas, bet ir gerai orientuotis specialiojoje didaktikoje, gebėti tinkamai bendrauti su tėvais, auginančiais neįgalius vaikus, bendradarbiauti su kitais specialistais ir mokėti dirbti komandoje.
In this article the laws governing the special education system formed in 1991–2012 are analyzed. Although Lithuania is very fast and well prepared in adopting legislations concerning the environmental adaptation of the disabled people, their education and integration into the community, the implementation of those laws is very slow and problematic: the laws are adopted but the funding is not provided or the provided amount is too low for their implementation, the attitude of society to disabled students is changing too slowly. In this article the methods of scientific literature, statistics and law analysis were used. Up to now, Lithuanian schools are not properly prepared to accept disabled children because of the lack of highly skilled professionals wh o would be able to work with children with special needs. There are also problems of not adapted environment for those children, not implemented posts of teacher’s assistant, attendant and reader, the lack of specific teaching means and the society’s directional attitude towards the disabled student and their families can still be felt. While exanimating the legal base it can be concluded that Lithuania theoretically is well prepared for the integration of disabled children into the education system, but the reality is in odds with the theory. Schools (teachers' groups) should recognize the variety of needs of their students and adjust to it by choosing different educational approaches, methods and different learning pace and by providing qualified special educational, psychological and social assistance.