Development of inclusion - Lithuania

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.