Session Information
99 ERC SES 04 J, Inclusive Education
Paper Session
Contribution
Inclusive education is a universal pedagogical trend, covering a broad range of research areas such as race, ethnicity, gender, culture, language, religion, and ability. An inclusive system concerns the rights, social justice, and equity within education for all, especially the marginalised groups (UNICEF, 2023). The idea of inclusive education in Lithuania is fairly new with its current focus being the official structural shift from a multi-track system to an inclusive one starting in the beginning of 2024. This implies moving away from the language of learners with developmental disorders to learners with special educational needs (SEN). With changing demographics such as a vastly increasing number of returned immigrant and refugee pupils, inclusion in learning settings requires more versatile skills and expertise based on a profound understanding of the ideology of inclusion (Määttä, Äärelä, and Uusiautti, 2018).
Yet, teachers have continued to report ongoing support of segregationist ideas (Ališauskas and Šimkienė, 2013); implementation difficulties in differentiating teaching methods, feeling a lack of readiness to foster student socialisation and dialogue with parents, and experiencing a gap in multiprofessional collaboration (Lakkala et al., 2019).Contextual urgency lies in the changing demographics of the student body and impacts resulting to the urgency to reconsider diversity and inclusion beyond SEN in Lithuanian schools, and how current teacher training prepares future teachers for this.
Here, the practical theory of inclusive teachers requires the ability to recognise and reflect on the factors that support or hinder the inclusion of all students (cf. Shani and Hebel, 2016), both the obvious and the hidden.This is especially true in the context of educational reforms in Lithuania since its re-independence in 1990- which has heavily impacted (initial) teacher training curriculum, especially while moving towards competencies-based education (Rutkienė and Ponomarenko, 2019). As the new teachers' competence frameworks look to refocus on teachers' didactical competencies (individual learning needs, differentiation of teaching instruction, and teachers' self-reflection) and general competencies (i.e. professional communication skills, cultural competence)- beyond merely subject-focused competencies. How teacher educators comprehend inclusion and diversity in education- within the new requirements- significantly influences their teaching and modelling of these principles to the prospective teachers.
Personalised learning, learner profiles, and diverse learning styles are integral to delivering inclusive education. Tailoring instruction to meet individual needs through personalised learning strategies enhances student engagement and achievement, essential for inclusive education (Tomlinson, 1999). Recognising and catering to various learning styles, such as visual, auditory, or kinaesthetic, ensures that instruction resonates with each student, thereby supporting inclusive practices (Fleming & Mills, 1992). In essence, combining personalised learning approaches, an understanding of diverse learning styles, and detailed learner profiles are key to developing an inclusive educational system that caters to the unique needs of every student (Kaminskiene & Khetsuriani, 2019). Comprehensive learner profiles, which include cognitive abilities, interests, and socio-cultural backgrounds, aid educators in creating effective and inclusive learning environments (Hattie, 2009). These profiles are crucial in inclusive classrooms, where the diversity of learning needs is more pronounced (Florian & Black-Hawkins, 2011). The integration of technology also plays a significant role in personalising learning, offering tools to address varied learning needs and styles, pivotal in today's digital age (Prensky, 2001).
Responding to this, this study investigates how a prominent Lithuanian teacher training university is incorporating personalised learning practices and differentiated instruction within the broader framework of inclusive education. It focuses on understanding teacher training faculty members' strategies in preparing educators to meet the diverse learning profiles, styles, and needs of students. The main research question is: How is inclusive education being understood, addressed and approached in teacher training programmes in Lithuania?
Method
Employing a qualitative case study methodology, this research zeroes in on a major teacher training university in Lithuania. This institution is selected for its leadership in teacher education, particularly its involvement in innovative pedagogical methods and international educational collaborations. The case study aims to provide an in-depth exploration of how teacher educators integrate personalised and differentiated learning approaches in their curriculum and teaching. Data is collected from six teacher educators at a teacher training university, chosen through opportunity sampling to ensure a representation of varied expertise, including those actively engaged in developing and applying innovative, personalised educational strategies. The participants represent different facets of teacher training, such as primary, secondary, subject, and special education, offering insights into a broad spectrum of teaching and learning contexts. The semi-structured interviews focus on educators' perceptions and practices regarding personalised learning and differentiation in the classroom. These interviews are analysed through thematic analysis, a method that facilitates identifying patterns and themes related to the implementation of personalised and differentiated teaching methods (Braun, V., & Clarke, V., 2006). This analysis aims to elucidate the educators' perspectives on these pedagogical approaches and how they are operationalized in teacher training, particularly in light of Lithuania's commitment to inclusive education.
Expected Outcomes
As the pilot stage of a bigger project, the outcome of this study contributes to a better understanding of how teacher educators are preparing future teachers to employ personalised and differentiated strategies, ensuring that all students' unique learning needs are met in inclusive educational settings. The insights gained also help in understanding the challenges and opportunities in fostering diverse, inclusive classrooms that cater to individual learning differences that are specific to the Lithuanian context. Discussion on how current practices and developments relate to and are situated within the wider European context is also intended.
References
Ališauskas, A., & Šimkienė, G. (2013). Mokytojų patirtys, ugdant mokinius, turinčius elgesio ir (ar) emocijų problemų [Teachers’ Experiences in Educating Pupils Having Behavioural and / or Emotional Problems]. Specialusis ugdymas, 1(28), 51-61. Retrieved from http://www.sumc.su.lt/images/journal2013_1_28/13_alisauskas_simkiene_en.pdf Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa. Fleming, N. D., & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11, 137. Retrieved from https://digitalcommons.unl.edu/podimproveacad/246 Florian, L., & Black-Hawkins, K. (2011). Exploring Inclusive Pedagogy. British Educational Research Journal, 37(5), 813-828. https://10.1080/01411926.2010.501096 Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge. https://10.4324/9780203887332 Kaminkiene L., Khetsuriani N. (2019). Co-creation of learning as an engaging practice. In International Scientific Conference SOCIETY. INTEGRATION. EDUCATION (SIE) pp191-199. http://dx.doi.org/10.17770/sie2019vol2.3708 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, 43, 37–56. https://doi.org/10.15388/actpaed.43.3 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. https://doi.org/10.3726/b13246 Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6. Retrieved from: https://www.learntechlib.org/p/104264/ Rutkienė, A., & Ponomarenko, T. (2019). Initial Teacher Training Challenges in a Context of Educational Reform in Lithuania. In M. Kowalczuk-Walêdziak, A. Korzeniecka-Bondar, W. Danilewicz, & G. Lauwers (Eds.), Rethinking Teacher Education for the 21st Century: Trends, Challenges and New Directions (1st ed., pp. 140–149). Verlag Barbara Budrich. https://doi.org/10.2307/j.ctvpb3xhh.13 Shani, M., & Hebel, O. (2016). Educating Towards Inclusive Education: Assessing a Teacher-Training Program for Working with Pupils with Special Educational Needs and Disabilities (SEND) Enrolled in General Education Schools. International Journal of Special Education, 31(3), 1-23. Retrieved from https://eric.ed.gov/?id=EJ1120685 Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD. https://doi.org/10.4236/jbbs.2017.76017 UNICEF. (2022). Inclusive education. UNICEF. Retrieved from: https://www.unicef.org/education/inclusive-education
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