Compatibility of policy and practice a necessary condition for developing inclusive education system

Teresa AidukienChief specialist of Preschool and Primary Education DivisionDepartment of General and Vocational EducationMinistry of Education and Science of the Republic of Lithuaniaiauliai, 2010-10-28

Educating students with SEN: analysis of the situation (1)

Educating students with SEN: analysis of the situation (1)

Looking at education through an inclusive lens implies a shift from seeing the child as the problem to seeing the education system as the problem

(The 48th International Conference on Education on Inclusive Education: the Way of the Future, 2008, Policy Guidelines on Inclusive Education(2008)

Educating students with SEN: analysis of the situation (1)

Convention on the rights of Persons with Disabilities (2006)States are to ensure equal access to primary and secondary education, vocational training, adult education and lifelong learning. Education is to employ the appropriate materials, techniques and forms of communication. Pupils with support needs are to receive support measures (art. 24)

Educating students with SEN: analysis of the situation (1)A student with special educational needs is the student whose possibilities to participate in education and societal life are restricted because of his/her congenital or acquired disorder

The Law on Education of the Republic of Lithuania (2003)

Educating students with SEN: analysis of the situation (1)Regulations of evaluation and statement of disorders of persons with special needs and levels of special educational needs (SEN)

Ordered by the minister of Education and Science of the Republic of Lithuania, by the minister of Health Care of the Republic of Lithuania and the minister of Social Security and Labour of the Republic of Lithuania on the12 of July, 2002. No. 1329/368/98

The legislation act is used by: School Special Education Commissions Local pedagogical psychological services (PPS) The National Centre of Special Needs Education and PsychologySpecial needs education specialistsHealth care specialists

Educating students with SEN: analysis of the situation (2)

The 3-level Model of Special Pedagogical and Psychological Assistance

The 1st level: A School level: detection, assessment, provision. Initial detection of a students problem: a teachers and the School Special Needs Education Commissions responsibility

The 2nd level: A local Pedagogical Psychological Service: assessment and evaluation, recommendations for further education and provision

The 3rd level: National Centre for Special Needs Education and Psychology

Educating students with SEN: analysis of the situation (3)Regulations of evaluation and statement of disorders of persons with special needs and levels of special educational needs (SEN)Categories:

IntellectualSpecific cognitive (e.g. attention, memory, visual or auditory perception) Emotional, behaviour and socializationSpeech and other communicationHearingVisualMovementSomatic and neurologicalComplexOther

Educating students with SEN: analysis of the situation (4)

Sheet1

2000/20012001/20022002/2003

8.599.4

Chart1

82

85

86.5

88

89

SUP turini moksleivi dalis (%), ugdom integruotai su bendraamiais

Sheet2

1999/20002000/20012001/20022002/20032003/2004

828586.58889

Chart2

90

10

Percentage of SEN pupils out of all pupils (2009/2010)(Data of the school year 1999/2000)

11% (8,5%)

89% (91,5%)

Sheet3

90

10

Educating students with SEN: analysis of the situation (5)

Sheet1

Specific cognitive disorders7286

Emotional, behavioral, social disorders901

Intelectual disfunctions3834

Visual impairment501

Hearing impairment414

Speech and communication impairments29377

Physical disability1213

Neurological and somatic disorders3501

Complex disorders4318

Other impairments2895

54240

Chart1

7286

901

3834

501

414

29377

1213

3501

4318

2895

Total 54 240 pupils

SEN pupils in general classes of mainstream schools in the beginning of school year 2003/2004 (full integration)

Speech and communication impairments54,2%

Sheet2

SEN pupils60914

Other pupils495411

556325

Chart2

60914

495411

Total number of pupils: 556 325 (year 2003/2004)

Sheet3

Full integration54240

Partial integration826

Special boarding schools5848

60914

Chart3

54240

826

5848

SEN pupils are educated (60 914, school year 2003/2004)

Sheet4

19908933

19935837

19944845

19994677

20004649

20034046

20043488

Chart4

8933

5837

4845

4677

4649

4046

3488

Vaik skaiius specialiosiose mokyklose, skirtose sutrikusio intelekto mokiniams

Sheet5

SEN pupils at special boarding schools5848

Total pupil population excluding those at special boarding schools550473

556325

Chart5

5848

550473

Percentage of pupils with SEN in special schools out of all students' body (2009/2010)(Data of the school year 1999/2000)

1% (~1%)

99% (~99%)

Sheet6

Special (boarding) schools5848

Special (boarding) schools for mentally retarded3488

School for low vision children128

School for blind and low vision children179

School for deaf children245

School for hearing impaired children165

School for deaf and hearing impaired children139

School for children with speech and communication disorders322

School for children with physical disabilities290

Centres for SEN children892

Schools offering medical treatment386

Chart6

3488

128

179

245

165

139

322

290

892

386

The distribution of pupils at special (boarding) schools (5848) and schools offering medical treatment (386)School year 2003/2004

Educating students with SEN: analysis of the situation (6)

Sheet1

Specific cognitive disorders7286

Emotional, behavioral, social disorders901

Intelectual disfunctions3834

Visual impairment501

Hearing impairment414

Speech and communication impairments29377

Physical disability1213

Neurological and somatic disorders3501

Complex disorders4318

Other impairments2895

54240

Chart1

7286

901

3834

501

414

29377

1213

3501

4318

2895

Total 54 240 pupils

SEN pupils in general classes of mainstream schools in the beginning of school year 2003/2004 (full integration)

Speech and communication impairments54,2%

Sheet2

SEN pupils60914

Other pupils495411

556325

Chart2

60914

495411

Total number of pupils: 556 325 (year 2003/2004)

Sheet3

Full integration54240

Partial integration826

Special boarding schools5848

60914

Chart3

54240

826

5848

SEN pupils are educated (2009/2010)(Data of the school year 1999/2000)

Special schools 9,6% (14%)

Special classes1,4% (4%)

Mainstream classes89,0% (82%)

Sheet4

19908933

19935837

19944845

19994677

20004649

20034046

20043488

Chart4

8933

5837

4845

4677

4649

4046

3488

Vaik skaiius specialiosiose mokyklose, skirtose sutrikusio intelekto mokiniams

Sheet5

SEN pupils at special boarding schools5848

Total pupil population excluding those at special boarding schools550473

556325

Chart5

5848

550473

Specialij poriki mokini dalis ( 556 325) besimokani specialiosiose (internetinse) mokyklose ( 2003/2004m.m.)

SEN pupils at special boarding schools(5 848) 1,0%

Total pupil population excluding those at special boarding schools (550 473)99,0%

Sheet6

Special (boarding) schools5848

Special (boarding) schools for mentally retarded3488

School for low vision children128

School for blind and low vision children179

School for deaf children245

School for hearing impaired children165

School for deaf and hearing impaired children139

School for children with speech and communication disorders322

School for children with physical disabilities290

Centres for SEN children892

Schools offering medical treatment386

Chart6

3488

128

179

245

165

139

322

290

892

386

The distribution of pupils at special (boarding) schools (5848) and schools offering medical treatment (386)School year 2003/2004

Promoting an inclusive approach in education policy (1)1. The Education Reform Act of June 25, 1991, consolidated democratic principles of education in the country. Children with severe and profound dysfunctions become educable 2. The Law on the Social Integration of the Disabled (1991). The disabled have the right to work, study and train, that, regardless of the cause, character and degree of their disability they shall be entitled to the same rights as other residents of the Republic of Lithuania. 3. Lithuanias first post-communist Constitution (1992) affirms the determination of the Lithuanian nation to strive for open, just and harmonious democratic society. It claims that every child must attend compulsory education until 16 years of age.

Promoting an inclusive approach in education policy (2)4. The Act of Special Educational Provision for Children with Special Educational Needs in Mainstream Educational Institutions (1993) is the first basis in legislation for integrated education of children with SEN. Pupils with SEN can attend:- mainstream group or class, following the mainstream curriculum, but with special methods applied or following a modified mainstream curriculum or an alternative curriculum or IEP- partly in a mainstream group or class, partly in a special group or class; - at a special group or class It also mandates the parents formal right to choose the educational institution

Promoting an inclusive approach in education policy (3)5. The Law on Special Education (1998) establishes the structure of the system of special education as well as administration and management education of persons with SEN. Basic definitions of the Law defines that Persons with SEN are children and adults, who because of congenital or acquired impairments have limited opportunities of participating in the educational process and social lifeIt increases state responsibility for providing a free and appropriate education for all children and youngsters (age range 021 year) with SEN in the least restrictive environment, providing all needed supplementary aids and services. The Law regulates provision of educational assistive technology and training appliances.6. The Republic of Lithuania Law on the Amendment of the Law on Education (1998) Upon the consent of parents (or guardians of the child), and taking into consideration requests of a child or pupil, the latter shall be referred for special education by the Special education commission of an educational institution or (and) a pedagogical psychological agency.."

Promoting an inclusive approach in education policy (4)

7. The Republic of Lithuania Law on Education (2003)

Art.15 Special needs education1. Special needs education can be provided by any school that offer compulsory or comprehensive education and other educational providers and in sometimes - special schools 2. Persons with SEN... can acquire education and/or qualification. The time needed for formal education can be prolonged for a SEN person

Art. 22 Special pedagogical and special assistance1. The purpose of special pedagogical and special assistance is to increase effectiveness of learning process of SEN person.2. Special pedagogical assistance for a SEN person till 21 year age is provided by Pedagogical psychological services, special needs teachers at schools.3. Special assistance is provided to a person who needs it. According to Law on Special Education assistive devices, teacher assistants etc have to be provided to SEN person according to his/her educational needs

Promoting an inclusive approach in education policy (5)7. The Republic of Lithuania Law on Education (2003)

Art.34 Accessibility of education to SEN personsUpon the consent of parents (or guardians of the child) he/she can be taught at mainstream class, special class, attend a school that offers special education programme. Child's assessment and evaluation of his/her SEN is done by School's Special Needs Education Commission or pedagogical psychological service. Educational programmes and/or education institution is recommended.School environment has to be adapted to a SEN person's needs; psychological, special pedagogical, special assistance and assistive devices and special educational material have to be provided.

Promoting an inclusive approach in education policy (6)8. The Republic of Lithuania Law on the Amendment of the Law on Education (draft) (2010)

The statements of the Republic of Lithuania Law on Special Education (1998) were integrated into the draft

Art. 2 Definition of special educational needs is different: Special educational needs a need for assistance and services in education process that occurs due to being exceptionally gifted, having congenital or acquired disorders or disadvatages in persons surrounding

Persons with SEN have to be re taught according to the same curriculum taking in to account their individual educational needs

Promoting an inclusive approach in education policy (7) 8. The Republic of Lithuania Law on the Amendment of the Law on Education (draft) (2010)

Art. 7 Preschool education has to be provided from the birth of a child;

Art. 7 For a family whose child stays at home educational support, social and health services have to be provided in complexity

Art. 67 str. Possibility to introduse a pre-schooler back pack (IK nuo 2011 m.)

Promoting an inclusive approach in education policy (7)The state educational strategy for the years 2003-2012 and the programme of its implementation

To implement ideas of "A School for All" into a real Lithuanian school practiceTo ensure accessibility of all school types introducing formal and non-formal educational programmes to learners with SEN and provide an opportunity to them to learn at environment that meets their needsTo make municipalities become founders of all special schools.To gradually decrease the number of special schools and along with this to facilitate creating resource centres: the most advanced special (boarding) schools to be reorganised into resource centres, more services have to be provided by school founders

Promoting an inclusive approach in education policy (7)The state educational strategy for the years 2003-2012 and the programme of its implementation

To implement ideas of "A School for All" into a real Lithuanian school practiceTo ensure accessibility of all school types introducing formal and non-formal educational programmes to learners with SEN and provide an opportunity to them to learn at environment that meets their needsTo make municipalities become founders of all special schools.To gradually decrease the number of special schools and along with this to facilitate creating resource centres: the most advanced special (boarding) schools to be reorganised into resource centres, more services have to be provided by school founders

The main challenges ahead (1) To improve quality of assessment and evaluation and availability of pedagogical and psychological assistance

To improve legislation and procedures regarding assessment and evaluation. There is the secondary legislation act (draft) on classification of SEN that is based on OECD classification 3D: disability, disorder, disadvantage (2010)

To further improve the system of financing of the education system: in the year 2010 plus ~30 % were allocated to the funding of the so-called "back-packs" for each pupil with SEN in a mainstream setting. Some funding from these "back packs" might go to funding of local PPS, teacher assistants, additional pedagogical and psychological assistance, text books etc. Liberating schools posibilities to use funding in accordance of their needs

To improve the system of provision of special educational material (SEM) and ICT according to the Model of Provision of SEMTo improve ECI

The main challenges ahead (2) Implementation of national programme School development programme plus for the period of 2007-2013 (EU SF and MoED)Projects prepared for EU SF and MoED funding: Prevention of drop-outs Developing a network of PPSs, modernizing of working places of pupils and teachers support staff Preparation of Special educational material Developing students support systems quality and effectiveness Reorganization of 10 special schools into resource centres Developing educational possibilities for SEN students Creating of services for persons with SEN in municipalities Promoting of availability of psychological assistanceTeachers and special needs specialists competencies to use ICTAnd Model for promoting availability of preschool education

The main challenges ahead (3) To introduce the new Concept of Teacher Education and to ensure that each graduate has necessary knowledge for dealing with diverse student body including pupils with SENTo further develop the In-service Teacher Training system so that teachers can have an access to a bigger variety of programs regarding inclusive educationTo take an active part in activities of the European Agency for Development in Special Needs Education and to further promote international cooperation To improve a cooperation with other ministries and stakeholders to insure equity, equality and availability of education

Investment and a feedbackaltinis: kotijos Vyriausyb, 2010

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0-3 m.4-5 m.MokyklinisMokymasis dirbant

75504030

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We are all at different pace but nonetheless striving to develop Inclusive Education or School for All learners, where we put full participation, equality and community at the centre as a clear dimension of quality in education (From the materials of the Dakar World Education Forum, 2000)