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Cited by 8

The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.

Implementing Inclusive Education in Lithuania: What are the main Challenges according to Teachers’ Experiences?

Lakkala, Suvi, Juškevičienė, Agnė, Česnavičienė, Jūratė, Poteliūnienė, Sniegina, Ustilaitė, Stasė, Uusiautti, Satu·2019·Acta Paedagogica Vilnensia
DOI 10.15388/actpaed.43.3
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Abstract

The purpose of this article was to analyse the challenges primary and subject teachers had experienced concerning the implementation of inclusive education in Lithuanian primary schools, progymnasiums and gymnasiums. In this study, 86 Lithuanian teachers reflected on their experiences of teaching in heterogeneous classes. The data were collected from 13 group interviews. The article highlights the challenges encountered by the primary and subject teachers in implementing inclusive teaching. The findings were arranged under four themes. Concerning teachers’ pedagogical competence, the teachers highlighted difficulties in differentiating their teaching and including the students with special educational needs in the classes’ social peer networks. Teachers also pointed out the need for multiprofessional collaboration and dialogue with parents. The themes were then interpreted in the theoretical frames of teachers’ professional competences. At a practical level, the study’s findings may help teacher educators understand the teacher competences needed to implement inclusive education and support them to develop existing teaching programs to target the successful implementation of inclusive education. At a conceptual level, this study presents evidence for preparing teachers to work in the conditions of striving towards inclusive education.

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Figure 2 Summary of themes and the pedagogical conceptualisation of the solutions to meet the challenges in heterogeneous classes
Figure 2 Summary of themes and the pedagogical conceptualisation of the solutions to meet the challenges in heterogeneous classesCC-BY · From the PDF

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Citations

Cites

Show all 37 references

Research works printed but not linked: 11

  1. Ambrukaitis, J. (2004). Pedagogų nuomonė apie savo pasirengimą ugdyti vaikus, turinčius specialiųjų poreikių [Teachers' Reflections on Being Ready to Educate SEN Children]. Specialusis ugdymas, 2(11), 114-123.
  2. Geležinienė, R., Ruškus J., & Balčiūnas, S. (2008). Mokytojų veiklų, ugdant emocijų ir elgesio sutrikimų turinčius vaikus, tipologizavimas [Typology of Teachers' Activities in Educating a Child with Emotional and Behaviour Difficulties]. Specialusis ugdymas, 2(19), 45-58.
  3. Gibbs, A. (2012). Focus Groups and Group Interviews. In J. A., M. Waring, R. Coe, & L. V. Hedges (Eds.), Research Methods & Methodologies in Education (pp. 186-192). London: Sage.
  4. Kaffemanienė, I., & Lusver, I. (2004). Moksleivių, turinčių mokymosi negalių, bendrojo lavinimo turinio individualizavimas [The Individualization of the Educational Content for Children with Learning Disabilities]. Specialusis ugdymas, 2(11), 133-150.
  5. Lakka.la, S., & Kyrö-Ämmälä, O. (2017). The Finnish school case. In A. Galkienė (Eds.) Inclusion in socio-educational frames. Inclusive school cases in four European countries (pp. 267-309). Vilnius: The Publishing House of the Lithuanian University of Educational Sciences.
  6. Määttä, K., Äärelä, T., & Uusiautti, S. (2018). Challenges of special education. In S. Uusiautti & K. Määttä (Eds.) New methods of special education (pp. 13-29). Frankfurt am Main: Peter Lang.
  7. Malinen, O-P. (2013). Inclusive Education from Teachers' Perspective: Examining Pre- and In-Service Teachers' Self-Efficacy and Attitudes in Mainland China. Dissertation for the degree of Doctor of Education, University of Eastern Finland, Philosophical Faculty. Retrieved from http://epublications.uef.fi/pub/urn_isbn_978-952-61-1167-4/index_en.html
  8. Miltenienė, L. (2004). Pedagogų nuostatos į specialųjį ugdymą ir ugdymo dalyvių bendradarbiavimą: struktūros ir raiškos ypatumai [Teachers' Attitude to Special Education and to Co-operation of Participants of Education: Peculiarities of Structure and Expression]. Specialusis ugdymas, 2(11), 151-165.
  9. Miltenienė, L. (2008). Vaiko dalyvavimas, tenkinant specialiuosius poreikius bendrojo lavinimo mokykloje [Child's Participation in Meeting Special Needs in General Education Schools]. Specialusis ugdymas, 1(18), 179-190.
  10. Monkevičienė, O., Ustilaitė, S., Navaitienė, J., & Juškevičienė, A. (2017). Theoretical Modelling of Inclusive Education in Research by Lithuanian Researchers. In A. Galkienė (Eds.) Inclusion in socio-educational frames. Inclusive school cases in four European countries (pp. 146-170). Vilnius: The Publishing House of the Lithuanian University of Educational Sciences.
  11. Zeichner, K. (2001). Educational Action Research. In P. Reason & H. Bradbury (Eds.) Handbook of Action Research - Participate Inquiry and Practice (pp. 273-283). London: Sage.

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Metadata

Authors
Lakkala, S., Juškevičienė, A., Česnavičienė, J., Poteliūnienė, S., Ustilaitė, S., & Uusiautti, S.
Venue
Acta Paedagogica Vilnensia
Publisher
Vilnius University Press
Published
2019-12-20
Volume
43
Pages
37-56
ISSN
  • 1648-665X
  • 1392-5016
DOI
10.15388/actpaed.43.3
Cited by
8
References
37
Licence
creativecommons.org/licenses/by/4.0 (unspecified)

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CoChat. (2026). Citation check: Implementing Inclusive Education in Lithuania: What are the main Challenges according to Teachers’ Experiences? https://app.cochat.ai/papers/10.15388/actpaed.43.3
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Lakkala, S., Juškevičienė, A., Česnavičienė, J., Poteliūnienė, S., Ustilaitė, S., & Uusiautti, S. (2019). Implementing Inclusive Education in Lithuania: What are the main Challenges according to Teachers’ Experiences? Acta Paedagogica Vilnensia. https://doi.org/10.15388/actpaed.43.3

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