Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
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
Open this paper in CoChat — free account

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.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.15388/actpaed.43.3

Cites

37 of 37 references verified0 citation errors · 0 not checkable

Statistics

Figures

Image 1
CC-BY · From the PDF
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

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

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.

Cited by

See all 8

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)

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.