Towards inclusive education for children with disabilities: developments and challenges in Lithuania and Poland
ENLithuania and Poland have embraced the principles of inclusive education as outlined in the UN Convention on the Rights of Persons with Disabilities, implementing legislative amendments and policy reforms to enhance educational access for children with disabilities. Both countries have also made progress in fostering inclusion within mainstream schools. However, significant barriers persist and current situation still requires futher reconsideration and improvement. First and foremost, in practice, discrimination based on disabilities remains a concern, with dozens children excluded from primary and secondary education or placed in segregated settings, particularly those with severe disabilities. Secondly, reasonable accommodation tailored to individual needs is often unavailable. Thirdly, students with disabilities frequently lack the necessary individualised support within general education frameworks. This chapter critically examines the primary and secondary education systems in Lithuania and Poland, identifying key regulatory and systemic challenges to the implementation of inclusive education.The findings underscore the need for more robust mechanisms to ensure equitable access to education and compliance with international standards as it is ensured by the UN Convention. The chapter draws on comparative analysis of legal frameworks, national and international reports, non-governmental organisation findings, and academic literature to assess both achievements and gaps.
