20 SES 09, Bringing You Inspiring Practice For Inclusive Education: Teaching diverse learners in (school)subjects / TdiverS (Part 1)
Symposium to be continued in 20 SES 10 A
We aim at overviewing the systemic changes of Lithuanian education system with the focus on teaching and learning school subjects. Lithuania is following an international approach on inclusive education (UNECSO, 2008). It is legally recognised, that children with special educational needs (SEN) have a need for assistance and services in the education process that occurs due to being exceptionally gifted, having congenital or acquired disorders or disadvantages in a person tag surroundings (Law on Education, 2011). Strive for inclusive education is based on the changes of the whole system of education, and it is closely related to the development of educational paradigms. The methodology for developing inclusive practices must take account of social processes of learning that go on within particular contexts (Ainscow, 2005). Inclusive education practice requires three main competences: 1) ability to apply new teaching methods; 2) ability to use partnership methods to establish networks at school, between school and family; 3) ability to control administrative methods in creating environment favourable to diversity of children and their needs (Galkiene, 2006). The exploratory study has been implemented in two stages: 1) review of the documents relating to inclusive education in Lithuania and covering the main issues such as educational policy, educational support, educational inclusion in practice, teacher training for inclusion; 2) meta-analysis of research findings from other independent studies published in periodicals ‘Special Education’ and ‘Social Welfare: Interdisciplinary Approach in the period of 2008-2016. The meta-analysis of the studies revealed, that in Lithuania, unfortunately, there are only few studies in inclusive teaching didactic. One of the first evidence-based research in this field was done by Meliene (2008), Tomeniene (2014). The development of text comprehension abilities and enhancement of reading motivation, and teaching and learning metacognitive reading strategies in the heterogenic class has been analysed. The most recent study in the field of subject teaching was done on functional mathematical literacy of eighth form pupils with moderate SEN has been analysed via action research method. Though, in Lithuania it is evident lack of studies on subject teaching and learning in inclusive school, educational research considerably contributes to the systemic changes towards inclusive education. The recent researches are based on the new paradigms and methodologies, e.g., collaborative/personalised teaching and learning, which guides the whole education system to the learner’s changing role, moving from “the user” to the collaborating partner and creating a unique learning path.
Ainscow, M. (2005). Understanding the development of inclusive education system. Electronic Journal of Research in Educational Psychology, ISSN: 1696-209. N. 7, Vol 3/32005, pp. 5- 20. Law on Education, 2011-03-17 No XI-1281. http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=407836 Von Bertalanffy, L. (2013). The History and Status of General Systems Theory. The Academy of Management Journal, Vol. 15, No. 4, General Systems Theory (Dec.,1972), pp. 407-426. Published by: Academy of Management Stable URL: http://www.jstor.org/stable/255139). Galkienė, A. (2006). Mokinių, turinčių specialiųjų poreikių, iššūkiai integruoto ugdymo paradigmai Lietuvoje. Pedagogika: mokslo darbai. Nr. 84, p. 146 – 152. Meliene R. (2008). Development of Text Comprehension Abilities and Enhancement of Reading Motivation Teaching and Learning Metacognitive Reading Strategies in the Heterogenic Class. Summary of Doctoral Dissertation, Social Sciences, Education. Šiauliai. Tomeniene, L. (2014). Development of Functional Mathematical Literacy of Pupils with Moderate Special Educational Needs. Social Welfare: Interdisciplinary Approach, 4 (1), P. 96-108.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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