Pedagoginio personalo nuostatų analizė įgyvendinant įtraukties švietime principą Lietuvoje

LTŠio straipsnio tikslas – ištirti pedagoginio personalo nuostatas dėl įtraukties švietime principo ir atskleisti pagrindinius veiksnius, darančius įtaką šio principo įgyvendinimui Lietuvos mokyklose. Tyrimo aktualumą lemia sisteminiai Lietuvos švietimo pokyčiai, susiję su įtraukties principo institucionalizavimu, ir išliekantys jo praktinio įgyvendinimo iššūkiai. Nors įtrauktis yra plačiai pripažįstama kaip esminė švietimo vertybė, jos realizavimas priklauso nuo pedagoginio personalo nuostatų, kompetencijų ir institucinio palaikymo. Tyrime taikytas kokybinis tyrimo metodas: vykdyti pusiau struktūruoti interviu (N = 20) su pedagoginio personalo atstovais – mokyklų vadovais, mokytojais ir švietimo pagalbos specialistais visoje Lietuvoje. Duomenys analizuoti pasitelkiant teminę analizę ir kodavimą. Tyrimo rezultatai rodo, kad pedagoginis personalas iš esmės palaiko įtraukties principą, tačiau išryškėja reikšmingi praktinio įgyvendinimo barjerai: nepakankamas pasirengimas, specialistų trūkumas, infrastruktūriniai apribojimai ir nevienareikšmės visuomenės nuostatos. Tarptautinė teorinė perspektyva atskleidžia, kad Skandinavijos šalyse įtraukties įgyvendinimą stiprina sisteminis požiūris, nuosekli pedagogų rengimo politika ir tarpdisciplininis bendradarbiavimas. Reikšminiai žodžiai: įtraukties principas švietime; švietimo politika; mokytojų požiūris; švietimo sistema; lygių galimybių užtikrinimas.

ENThe principle of inclusive education has become a central pillar of contemporary educational policy, grounded in the values of equity, social justice, and equal access to learning opportunities for all students. In recent decades, international frameworks such as the Salamanca Statement, the United Nations Convention on the Rights of Persons with Disabilities, and the Sustainable Development Goals have significantly shaped national education systems, encouraging a transition from segregated to inclusive models of education. Within this context, the successful implementation of inclusive education depends not only on policy frameworks and institutional structures but also on the attitudes, competencies, and practices of pedagogical staff. The aim of this article is to analyse pedagogical staff attitudes toward the implementation of the inclusive education principle in Lithuania, using a comparative theoretical perspective that incorporates Scandinavian and broader international practices. The relevance of the study is determined by ongoing systemic educational reforms in Lithuania and the persistent gap between policy-level commitments to inclusion and the realities of its implementation in schools. The research applies a qualitative methodological approach combined with a systematic literature review. Empirical data were collected through semi-structured interviews with 20 representatives of pedagogical staff, including teachers, school administrators, and educational support specialists from different regions of Lithuania. Participants were selected using purposive and quota sampling to ensure diversity in professional roles and geographical representation. The data were analysed using thematic analysis, allowing for the identification and interpretation of key themes related to attitudes, experiences, and challenges in implementing inclusive education.The findings reveal that pedagogical staff in Lithuania generally express positive attitudes toward inclusive education, perceiving it as a fundamental right and an essential component of a modern education system. Inclusion is commonly associated with ensuring equal opportunities, fostering diversity, and adapting educational practices to meet the needs of all learners. However, these positive attitudes are not uniform and are often accompanied by ambivalence or uncertainty, particularly when educators face practical challenges in classroom settings. A key finding of the study is the significant role of professional experience in shaping attitudes toward inclusion. Teachers who have direct experience working with students with special educational needs tend to demonstrate more positive and empathetic attitudes, as well as greater confidence in their ability to implement inclusive practices. In contrast, a lack of experience or negative encounters may contribute to scepticism or resistance. This suggests that attitudes toward inclusive education are dynamic and evolve through practical engagement rather than solely through theoretical knowledge. The study also highlights a strong relationship between attitudes and pedagogical practice. Positive attitudes are associated with the use of differentiated instruction, individualized learning plans, and collaborative approaches involving support specialists and parents. In such cases, inclusion is integrated into everyday teaching practices. Conversely, negative or ambivalent attitudes often result in superficial forms of inclusion, where students with special needs are physically present in mainstream classrooms but not fully engaged in the learning process. This finding confirms that attitudes are a critical determinant of the quality and depth of inclusive education implementation.Another important aspect identified in the study is the influence of structural and institutional factors. Participants emphasized the lack of resources, including insufficient numbers of educational support specialists, inadequate infrastructure, and limited access to methodological guidance. These structural constraints significantly limit the ability of pedagogical staff to implement inclusive practices effectively, even when their attitudes are positive. This finding aligns with international research, which emphasizes that inclusion requires not only individual commitment but also systemic support. The study further reveals the importance of school culture and community involvement. Collaboration among teachers, administrators, specialists, and parents is identified as a key factor in fostering inclusive practices. Schools that promote a culture of trust, shared responsibility, and open communication are more likely to successfully implement inclusion. However, the research also indicates that societal attitudes toward inclusion in Lithuania remain mixed. Stereotypes and concerns about the impact of inclusion on educational quality persist among some parents and community members, influencing both school practices and teacher attitudes. [...] Keywords: principle of inclusion in education; pedagogical staff attitudes; teachers; educational policy; inclusion implementation; Lithuania.

• Advantages and challenges of inclusive education: analysis of teachers' subjective experiences. Social welfare: interdisciplinary approach 2023, 13, 167-182.
• Improving inclusive education through universal design for learning. Cham : Springer, 2021. 323 p.