A Model of the psychosocial environment for integrated education opportunities of the disabled in Lithuania

LTThe positive attitude of people with and without disabilities towards their interrelations can create favorable psychosocial preconditions for optimal interrelations in the integrated social system. On the basis of the theoretical model, the article presents comparative data of a research which served as a basis for the model of psychosocial preconditions and possible obstacles for the integrated education of the disabled in Lithuania. Materials and methods: An anonymous survey was carried out. It included 393 teachers working in not integrated (276), integrated (15) and special (102) schools and 2471 children from the same schools (1958, 126 and 382, respectively). Statistical analysis was carried out using SAS. Results: About 57% of teachers from integrated and 93% from unintegrated comprehensive schools and the absolute majority of teachers from all types of schools (about 78%) had low or very low knowledge about the disabled. Both disabled and able-bodied schoolchildren showed positive feelings towards each other and were inclined to communicate among themselves. Many able-bodied schoolchildren (78%) as well as those with disabilities (68%) have little knowledge about the disabled. Conclusions: The practical value of the research is determined by: 1) the data which confirm a positive interpersonal relationship of schoolchildren with and without disabilities as well as their feelings towards each other, and 2) the data which propose that the general attitude of teachers from comprehensive schools to the integration of the disabled is positive and that they experience a great need for knowledge about the problems of the disabled. [Iš leidinio]Reikšminiai žodžiai: Neįgalūs mokiniai; Disabled schoolchildren.

ENThe positive attitude of people with and without disabilities towards their interrelations can create favorable psychosocial preconditions for optimal interrelations in the integrated social system. On the basis of the theoretical model, the article presents comparative data of a research which served as a basis for the model of psychosocial preconditions and possible obstacles for the integrated education of the disabled in Lithuania. Materials and methods: An anonymous survey was carried out. It included 393 teachers working in not integrated (276), integrated (15) and special (102) schools and 2471 children from the same schools (1958, 126 and 382, respectively). Statistical analysis was carried out using SAS. Results: About 57% of teachers from integrated and 93% from unintegrated comprehensive schools and the absolute majority of teachers from all types of schools (about 78%) had low or very low knowledge about the disabled. Both disabled and able-bodied schoolchildren showed positive feelings towards each other and were inclined to communicate among themselves. Many able-bodied schoolchildren (78%) as well as those with disabilities (68%) have little knowledge about the disabled. Conclusions: The practical value of the research is determined by: 1) the data which confirm a positive interpersonal relationship of schoolchildren with and without disabilities as well as their feelings towards each other, and 2) the data which propose that the general attitude of teachers from comprehensive schools to the integration of the disabled is positive and that they experience a great need for knowledge about the problems of the disabled. [From the publication]