Complete national overview - Lithuania

Legal system

The main legal documents that regulate education of children with SEN are as follows:

• The Education Reform Act of June 25, 1991, consolidated democratic principles of education in the country. Children with severe and profound disfunctions become „educatable“.
•  The Law on the Social Integration of the Disabled (1991). The disabled have the right to work, study and train, and regardless of the cause, character and degree of their disability they shall be entitled to THE SAME RIGHTS as other residents of the Republic of Lithuania.

Lithuania’s first post-communist Constitution (1992) affirms the determination of the Lithuanian nation to strive for an open, just and harmonious democratic society. It claims that every child must attend compulsory education until 16 years of age.

The first basis in legislation for integrated education of children with special educational needs (SEN) is the document entitled The Act of Special Educational Provision for Children with Special Educational Needs in Mainstream Educational Institutions (1993).

This document was compiled in the context of the situation of special education in the country and accumulated experience of other countries in the managing of special education and it states that SEN pupils in mainstream institutions may be educated:

• in a mainstream group or class, following the mainstream curriculum, but with special methods applied or following a modified mainstream curriculum or an alternative curriculum or IEP
• partly in a mainstream group or class, partly in a special group or class
• in a special group or class

This document may be considered as the first document that started to legitimise integrated education of SEN children in mainstream settings. It also mandates the parent’s formal right to choose the educational institution.

The Law on Special Education (1998) establishes the structure of the system of special education as well as administration and management education of persons with SEN.
Basic definitions of the Law defines that “Persons with Special Educational Needs are children and adults, who because of congenital or acquired impairments have limited opportunities of participating in the educational process and social life”

It increases state responsibility for providing a free and appropriate education for all children and youngsters (age range 0–21 year) with SEN in the least restrictive environment, providing all needed supplementary aids and services. The Law  regulates provision of educational assistive technology and training  appliances

The Republic of Lithuania Law on the Amendment of the Law on Education (1998). Upon the consent of parents (or guardians of the child), and taking into consideration requests of a child or pupil, the latter shall be referred for special education by the Special education commission of an educational institution or (and) a pedagogical psychological  service.

The Republic of Lithuania Law on Education (2003) Art. 15.2. Special needs education is provided by all compulsory and comprehensive education programmes. In order to meet the needs of a pupil, these programmes have to be changed, adapted or new special educational programmes created; an additional assistance has to be provided.

Art. 15.3. Special needs education can be provided by any school that offers compulsory or comprehensive education and other educational providers, and sometimes - special schools. Time is needed for formal education and can be prolonged for a person with SEN.

Art. 15.5. Persons with SEN [...] can acquire education and/or qualification.

Art. 22 Special pedagogical and special assistance:

1. The purpose of special pedagogical and special assistance is to increase the effectiveness of the learning process of a person with SEN
2. Special pedagogical assistance for a person with SEN till 21 years of age is provided by Pedagogical psychological services, special needs teachers at schools
3. Special assistance is provided to a person who needs it. According to the Law on Special Education assistive devices, teacher assistants etc have to be provided for a person with SEN according to his/her educational needs.

Art. 34 Accessibility of education for persons with SEN:

1. Upon the consent of parents (or guardians of the child) he/she can be taught in a mainstream class, special class or attend a school that offers a special education programme. Child's assessment and evaluation of his/her SEN is done by School's Special Needs Education Commission or pedagogical psychological service. Educational programmes and/or education institution is recommended.
2. Vocational training schools, colleagues and universities establish additional rules for admitting students  with SEN.
3. School environment has to be adapted to a person with SEN; psychological, special pedagogical, special assistance and assistive devices and special educational materials have to be provided. Accessibility of education for persons with SEN is ensured by other ways in accordance with legislation.

(More about legal system see in the section 'Teacher training' and 'Development of Inclusion')

Financing

Up until the year 2002, pre-schools and schools of general education were financed from the municipal budgets on a scale that varied from one municipality to the next. School salary levels, however, were established by the central Government.

The year 2002 saw an introduction of a new system of financing general education schools which is based on a per capita (pupil basket) model (whereby money follows the pupil).
Pupil basket funds are allocated to municipalities by central government as targeted grants. Each year the Parliament establishes the basic allocations for pupil education per capita, and the total amount of pupil baskets in the school budget depends on the number of pupils at a school concerned.

The funds of pupil baskets are used for implementation of the education plan approved by the Minister of Education and Science, i.e. teaching and administrative staff, social pedagogue and librarian, teacher in-service training, textbooks and other teaching aids.

In 2008, the pupil’s with special educational needs basket was bigger by about 35.6 percent compared to that of a student attending mainstream school (inclusive settings) basket.
Every school once per year in the beginning of a school year informs its founder (municipality or the other) about the number of pupils with SEN.

The founder informs The Centre of Information Technologies of Education (under the Ministry of Education) which is responsible for completing a database of all students.

Every school founder (e.g. a municipality) also uses the Recommendations for the method of calculating a student’s ‘back pack funding’ and recommendations for calculating a student‘s back pack funding for SEN students attending mainstream settings.  Therefore the founder divides finances among its schools accordingly.
Non-teaching staff, operational resources and capital assets (movables and immovables) remain within municipal/local education budgets.

Vocational schools and advanced vocational schools are financed from the state (central government) budget, with the budget of each individual institution administered by its head who is responsible to the central authorities.

Higher education institutions, though financed from the state budget, enjoy considerable autonomy in relation to their courses and activity, and their resources are managed in accordance with their statutes.

Identification of special educational needs

According to the Law on Special Education (1998) “Persons with Special Educational Needs are children and adults, who because of congenital or acquired impairments have limited opportunities of participating in the educational process and social life”.
According to the Law special educational needs might be mild, moderate, profound and severe.

A student with special educational needs is the student whose possibilities to participate in education and societal life are restricted because of his/her congenital or acquired disorder. (The Law on Education of the Republic of Lithuania, 2003).

A secondary legislation act is the “Regulations of evaluation and statement of disorders of persons with special educational needs and levels of special educational needs (SEN)” ordered by the minister of Education and Science, minister of Social Security and Labour and minister of Health Care of the Republic of Lithuania on the 12 of July, 2002. This legislative act is used by:

• School Special Education Commissions
• Local pedagogical psychological services (PPS)
• The National Centre of Special Needs Education and Psychology (evaluation, monitoring)
• Special needs education specialists.

There are secondary legislation acts that regulate the work of School Special Needs Education Commissions (in each school) or Pedagogical Psychological Services (they are in almost each municipality). They are also important for evaluation and assessment of special educational needs of students.

Initial detection of a pupil’s problem is made by his/her teacher. The teacher informs the parents of the pupil and only after that  can an initial assessment of the pupil’s special educational needs be conducted by specialists (a special education teacher, speech therapist (logoped), psychologist). They present their findings and recommendations regarding further modification of the programme to the School Special Needs Education Commission that takes a decision. Certain forms (approved by the Ministry of Education and Science) are filled in.

The period for modification of the teaching methods, special pedagogical/psychological assistance has to be indicated as well.

After this period is over, if a pupil still can not cope with teaching requirements and achieves low results, the School Special Needs Education Commission recommends the parents to apply for further assessment to the local pedagogical psychological service (PPS). A team of specialists works at each PPS and there are such services in almost every municipality. These specialists after a further assessment and evaluation period, provide recommendations to parents and the school a pupil is coming from. This indicates what kind of special assistance and education plan/programme that has to be implemented; what kind of special provision is required in order to support the pupil’s learning and teaching process and when it is necessary to repeat the assessment and evaluation of the pupil’s special needs is also indicated. 

Special needs education within the education system

Major work in the development of education including the educational structure of the Republic of Lithuania are presented in a publication of the Ministry of Education and Science 'Education in Lithuania. Facts and Figures 2006' http://www.smm.lt/svietimo_bukle/docs/apzvalgos/Education_in_Lithuania_Facts_and_Figures_2006.pdf
http://eacea.ec.europa.eu/ressources/eurydice/pdf/047DN/047_LT_EN.pdf

Parental satisfaction has been identified as one of the most important indicators of quality in early intervention and the aim of this 2004 research project was to evaluate parental satisfaction regarding various aspects of support provided by ECI services in Lithuania.

'Satisfaction' is a complex concept and is often understood and interpreted differently by parents or professionals and so the following aspects of satisfaction were analysed in the project: the way parents evaluate the model of intervention; the support provided to parents and the child; the relationship between parents and professionals; accessibility of services, the organisation of work, etc.

The European Parental Satisfaction Scale about Early Intervention (developed in Siauliai University, Lithuania in collaboration with the Special Education Institute of Fribourg University, Switzerland) was used. Parents bringing up children with special needs attending seven ECI services in Lithuania took part in the research project; 160 parents were questioned in total.

The results of the investigation showed that, overall, parents attending ECI services with their children positively evaluate the quality of services provided in Lithuania.

The item most positively perceived by parents was support for their child.. Accessibility of ECI services and organisation of the work were perceived as satisfactory.
However, parents were mostly dissatisfied with factors involved in the creation of a social environment, the model of intervention and the relationship between professionals and parents.

Overall, according to the parents involved in this project, ECI support is well appreciated, but a main message focuses upon the perception that professionals still play the role of ‘experts’ in the ECI process and intervention is oriented towards therapies for the child, rather than towards intervention involving family members and stimulating the social competences of the child and his/her family (see  more in the Euronews on  Special Needs Education No 15).

Due to certain national peculiarities the Educational Classification of Lithuania (ECL) slightly differs from International Standard Classification of Education (ISCED 97):

In Lithuania schools are grouped by level and nature of programmes. Primary education programmes (a four-year curriculum) can be implemented by these types of schools of general education: kindergarten-school; primary school; basic school; special homes for children’s education and care; hospital school; secondary school; in certain cases – gymnasium; special school.

As set by the Law on Education of the Republic of Lithuania children can start compulsory (Compulsory education is ten years. It is free of charge, except partial payments for textbooks.) education at the age of seven. Upon the parent’s request, primary education may begin before the time specified above it if the child has achieved the maturity required for this kind of education.

The purpose of primary education is to provide an individual with the basics of moral, cultural and social maturity and elementary literacy. In 1 – 4 grades, pupils are taught only compulsory subjects, as defined in the General Curriculum approved by Ministry of Education and Science. The learners are offered an opportunity to choose non-traditional curricula, i.e. curricula based on Mari Montessori, Waldorf, Suzuki pedagogical systems.

The official language of instruction is Lithuanian, but national minorities (Russians, Poles, Belorussians) has the right to teach children with Russian, Polish and Belorussian languages of instruction.

Education of students with special needs in accordance with the special basic education curricula and adapted basic education curricula takes place in schools of general education. The special education mode that Lithuania has chosen embraces all the forms of special education services provided in both mainstream and special schools.

In 2005, there were 58747 pupils in Lithuania (10.5% of the total population of pupils) with identified special needs of various levels, 6837 pupils (about 1.1% of all the schoolchildren in the country) were educated in special schools.

With every year more and more learners with special needs attend schools together with the learners of day schools of general education. In 2005, 9.7% of learners were fully integrated (51910 pupils attending general education schools together with their healthy peers). In 2005, the number of such learners with special needs in day schools of general education was high as 88.4% of all learners with special needs. Most of them about 60% had speech and communication difficulties, 19% had some specific cognition problems, 8% were mentally handicapped, 5% were visually impaired, 2% had physical and locomotive problems and 1% were hearing impaired children.

The number of pupils per teacher is 12.9% at primary level. The average class (1 – 12 grades) size is 19.6 (24.4 in urban areas, 12.1 in rural areas). The law defines the maximum number of pupils per class as 24 in primary education and 30 in lower secondary education.

Teacher training - basic and specialist teacher training

Secondary school graduates are admitted by universities or Colleges to be able to study to become a pre-school, primary grade or subject teacher. Higher non-university and university studies are available.
In Lithuania, special needs education teachers have a university education. These specialists who might have different specialisations are trained at a university and acquire a Bachelors Degree in Special Needs Education or Masters Degree in Special Needs Education.

Since 1995, according to requirements set up by the Ministry of Education and Science, from 2 up to 4 credits in special needs education are compulsory for every student who attempts to become a primary grades or a subject teacher.

In relation to in-service teacher training, all teachers have the possibility to attend courses that are offered by regional Teacher Education Centres, Teacher Professional Development Centre, or higher institutions in order to enhance their knowledge or acquire a specialisation in special education.

For further information about the Educational Reform in Lithuania:
www.smm.lt/en/edu_reform.htm

Development of inclusion

In Lithuania the field of special needs education has been the product of a long-lasting earlier period, when the segregation of "the different" was a state policy.

Lithuania’s first post-communist Constitution (1992) which was approved by a referendum in October 1992 affirms the determination of the Lithuanian nation to strive for an open, just and harmonious democratic society. It claims that every child must attend compulsory education until 16 years of age. The first basis in legislation for integrated education of children with special educational needs (SEN) is the document entitled The Act of Special Educational Provision for Children with Special Educational Needs in Mainstream Educational Institutions, May 27, 1993. This document was compiled in the context of the situation of special education in the country and accumulated experience of other countries in the managing of special education and it states that, SEN pupils in mainstream institutions may be educated:

•  at a mainstream group or class, following the mainstream curriculum, but with special methods applied
• at a mainstream group or class following a modified mainstream curriculum
• at a mainstream group or class following an alternative curriculum for those children who can not cope with a modified curriculum
• at a mainstream group or class following an individual curriculum which is specifically designed according to the needs of the pupils
• partly in a mainstream group or class, partly in a special group or class
• at a special group or class

This document may be considered as the first one that started to legitimise integrated education of SEN children in mainstream institutions. It also mandates the parent’s formal right to choose the educational institution. It also recognises the unity of identification of special educational needs and serving these needs through a special education board of a mainstream school.
Lithuania is improving its legislation, which leads gradually to facilities provided to enhance developments and processes working towards inclusion.

The State Educational Strategy for 2003-2012 and a programme of its implementation (2003)

Special needs education field

• To implement ideas of "A School for All" into real Lithuanian school practice
• To ensure accessibility of all school types introducing formal and non-formal educational programmes to people with SEN
• to provide an opportunity to people with SEN to learn in an environment that meets their needs
• To gradually decrease the number of special (boarding) schools and along with this to facilitate creating resource centres: the most advanced special (boarding) schools to be transformed into resource centres

 The Law on Education (2003)

Art. 15. Special Needs Education

15.2. Special needs education is provided by all compulsory and comprehensive education programmes. In order to meet the needs of a pupil, these programmes have to be changed, adapted or new special educational programmes created; additional assistance also has to be provided;
15.3. Special needs education can be provided by any school that offers compulsory or comprehensive education and other educational providers, and sometimes - special schools
15.5. people with SEN ... can acquire education and/or qualification. 
The time needed for formal education can be prolonged for a person with SEN.

Art. 34 Accessibility of education to people with SEN

34.3. Accessibility of education to people with SEN is ensured by:

• adapting school premises, providing psychological, special pedagogical and special assistance and special assistance devices and special educational materials
• other ways in accordance with legislation

After a restoration of independency it was very clear for Lithuanian Ministry of Education that there was an urgent need to develop the special needs education field in accordance with the principles stated in the United Nations' Declaration of Human rights, The Children’s Convention, the Salamanca Statement and Framework for Action on Special Needs Education.
Another important issue is the commitment of Lithuania to The Dakar Education Forum where it was underlined:
“The key challenge is to ensure that the broad vision of Education for All as an inclusive concept is reflected in national government and funding agency policies.”

Tendencies are as follows: every year more students with SEN choose a mainstream educational setting.
In the school year 1999-2000 the percentage of pupils with SEN attending special (boarding) schools was 14 %
In the school year 2003-2004 the percentage of pupils with SEN attending special (boarding) schools was 9.6 %
In the years 2006-2008 the percentage of pupils with SEN attending special (boarding) schools was 9 %

The decreasing tendency of the percentage of pupils with SEN attending special (boarding) schools is very stable – since the restoration of political freedom and the introduction of changes in educational policy in the early nineties up to now the percentage has declined almost by 50%.

Another very important tendency can be noted and emphasised:
In the school year 1999-2000 82 % of pupils with SEN were mainstreamed
In the school year 2003-2004 89 % of pupils with SEN were mainstreamed
In the years 2006-2008 91 % of pupils with SEN were mainstreamed

During all these years only about 1 % out of the whole student population was educated at special (boarding) schools. So this percentage is as low as in those European countries, which are committed to an inclusive education approach.

What does it mean? Every year the number of pupils with SEN who enter primary, basic and upper-secondary mainstream schools, vocational training schools with aspirations and ambitions to study at higher education schools is constantly increasing.

Developing the system of provision of special pedagogical and psychological assistance

• The Model of Provision of Special Pedagogical and Psychological Assistance (2003). This legislation act regulates procedures of assessment, evaluation of special educational needs of a student at each level (school, local PPS) and cooperation of educational and health care institutions in the country.
• Implementing two projects on the national stage: 'Prevention of drop-outs from schools' and 'Developing a Network of PPSs' have been implemented in 2004-2008. They were financed by EU Structural Funds and the Ministry of Education and Science. During the project all PPSs were renovated, provided with advanced assessment tools, computers. Specialists from PPSs and schools in municipalities upgraded their qualification.
• From the year 2008 Lithuania allocates 35,6 % plus of the funding into the so-called 'back-packs' for each SEN pupil in a mainstream setting. From this money additional pedagogical (special pedagogical) and psychological assistance will be provided. Some funding from such 'back packs'  go to funding local PPSs, teacher assistant staff etc.
• During 2006-2008 the Ministry of Education and Science allocated about 3 mln. Litas for covering financing of newly established teacher assistant staff at mainstream schools and 500 pupil support specialists started to work at mainstream schools.
• To further improve the system of financing of the education system, necessary resources are provided by pupils back-packs to ensure a quality education to SEN pupils in mainstream schools
• A new Concept of Teacher Education has been introduced. Therefore, in the future, each graduator from university or college is going to acquire necessary knowledge and skills for dealing with the diverse students’ body, including SEN pupils.
• The in-service teacher training system is further developed so that teachers can have an access to a bigger variety of programmes regarding inclusive education. Some financing is allocated every year from the Ministry programmes for in-service new teacher training programmes regarding SNE.
• Consultants on inclusive education who were prepared during the Nordic and Baltic project 'A School for All' are disseminating their knowledge and experience. They are working at different levels: school, local PPS, regional, in-service teacher training programmes. A certain amount of money is included into each pupil’s back pack.
• The model of provision of special educational materials was created using the Swedish experience in this field. The Division for Special Education Materials was created at The National Centre of Special Needs Education and Psychology.
• There are divisions for consultancy at three national centres (the founder is the Ministry of Education and Science): Lithuanian Centre for Education and Training of the visually impaired and blind; Lithuanian Centre for Education of the hearing impaired and deaf;  Lithuanian centre for pre-school age  hearing impaired children. Families, teachers from mainstream institutions can apply for consultancy service.

 Quality Indicators for SNE

According to the data available there are 1,1 % of SEN students (out of all school students’ population) enrolled into separate special boarding schools, 89 % of pupils with SEN attend ordinary classes. Every year a number of pupils attending special schools all over the country decreases.

Major work in the development of education including the educational structure of the Republic of Lithuania are presented in a publication of the Ministry of Education and Science 'Education in Lithuania. Facts and Figures 2006'

For more information about the education system in Lithuania you can access the new Eurydice database