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COMPLETE NATIONAL OVERVIEW
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).
- 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 chapter 5 Teacher training and chapter 6 „Development of Integration /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. Non-teaching staff, operational resources and capital assets (movables and immovables) remain within municipal/local education budgets.
Each school receives from the state budget about two-thirds of all funds (educational funds), and the remaining third (operational funds and capital assets) comes from the founder, normally the municipality.
This methodology has been applied to general education schools, vocational schools offering general education, pre-primary preparatory groups and pedagogical-psychological services. Expectations are that this pattern will prove to be more financially efficient and also will help improve the quality of education.
Vocational schools and advanced vocational schools are financed by 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 by the state budget, enjoy considerable autonomy in relation to their courses and activity, and their resources are managed in accordance with their statutes.
ICT equipment and software is provided for SEN in two ways. The first way is based on centralized funding by the government, in which computer teaching aids for SNE are being developed, accumulated and disseminated to local authorities, or directly to schools, by national Centre of Information Technologies of Education(www.ipc.lt/english.htm). In this way the teaching aids are allocated mostly to special schools. These aids reach mainstream schools, if the schools and their teachers are active in the developing of inclusion. The second way is as follows: special schools and mainstream schools are financed by central government directly, or via local authority on the basis of the number of pupils with SEN and the severity of the disabilities. Local authorities delegate budgets directly to schools, and then the schools decide how to use their annual funding.
Identification of Special Needs
Special Educational Needs means the need for assistance and services arising from the fact that the mainstream educational and self-educational requirements do not correspond with the opportunities of students with special needs (Reference: Republic of Lithuania Law on Special Education (1998).
The Law on Special Education (1998) also 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”. According to the Law special educational needs might be mild, moderate, profound and severe.
The legislation act regarding assessment, evaluation and the defining of special educational needs of persons (2002, signed by three ministers) reads what kind of categories of impairments are and indicates recommendations related to adaptation of educational methods or curricula and educational plans.
Initial detection of a student’s problem is done by his/her teacher. The teacher informs the parents about the problems and they must sign the agreement, and only after that, an initial assessment of the pupil’s special educational needs is done by specialists (special education teacher, speech therapist, and 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. If when this period is over, a pupil still cannot cope with teaching requirements and achieve low results, the School Special Needs Education Commission recommends parents to apply for further assessment to the local pedagogical psychological service. A team of specialists are working at each PPS in almost every municipality. These specialists after a further assessment and evaluation give recommendations to parents and the school attended by the pupil. It is indicated what kind of special assistance, education plan/programmes have to be done; when it is necessary to repeat the assessment again.
If parents do not agree with the conclusion reached by specialists of the local PPS after a child‘s evaluation is completed, they can apply for additional assessment by specialists of The National Centre of Special Needs Education and Psychology.
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“ www.smm.lt/svietimo_bukle/apzvalga.htm and http://www.eurydice.org/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):
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Educational levels according to the ECL |
Educational levels according to the
ISCED 97 |
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0 level
Kindergarten education (kindergarten and preschool training programmes) |
0 level
Pre-primary education |
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1 level
Primary education (primary education programmes) |
1 level
Primary education or first stage of basic education |
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.
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Level of education |
Duration |
Pupil’s age (years) |
Grades |
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Primary education |
4 years |
6/7 – 9/10 |
1 – 4 |
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
The pedagogue training reform is becoming an urgent necessity. Changes in education have been continuously taking place for the past two decades in Lithuania already, however, training of pedagogues further remains perhaps the least changed chain in the educational system.
Different influential groups of the pedagogue community notice the imperfection of the existing system of pedagogue training:
Experts of international organisations (OECD, 1996, 2000) on education pointed to a slow reorganisation in the sphere of training of pedagogues in Lithuania. In their opinion, due to this, changes in the content of training are impeded and teachers are insufficiently prepared for these changes. OECD experts recommended to prepare standards of pedagogue training and all institutions training pedagogues should keep to them in drawing up the curricula and organising pedagogic practice; they recommended to extend the duration of pedagogic practice at schools and to better balance the ratio between academic studies and practical training. The Ministry of Education and Science, as the customer ordering training of teachers, is recommended to assume more powers in regulating the quality of training of teachers. (OECD, 2000).
At present 85 per cent of Lithuanian teachers have higher education, 87.5 per cent have a pedagogic qualification. This percentage is likely to increase, as it is obvious that in reducing the number of teachers, only those teachers who have the highest qualification will remain to work. It is forecasted that the number of teachers will decrease on account of too large number of teachers of retirement age, decreased birth rate and the goal of financial efficiency of education (optimising the network of schools, by increasing the number of pupils in groups and classrooms). Compared with the countries of the EU and OECD, the ratio between pupils and teachers is quite low in Lithuania, but it will increase. In 1997-1998 there were 10.1 pupils per one pedagogue in Lithuania: 13.6 pupils in urban areas and 8.8 pupils in rural areas. In pre-school educational institutions this number stood at 7.9 pupils, at schools of general education – at 11.3 pupils, at vocational training schools – at 10.6 pupils, at high schools – at 7.1, at universities – at 7.3. Hence, the state’s need to train new qualified pedagogues will decrease as supply will remain sufficient for a long time (with the exception of teachers of some specialities, for example, informatics).
In developing adult education, the problem of training andragogic specialists arises because methods of teaching adults differ in essence from methods of teaching children.
The respondents of pedagogic specialities interviewed noted that it was important to improve their practical and theoretical training. It is important that specialists of this trend should, alongside professional knowledge, know foreign languages, acquire knowledge necessary for work with a computer, knowledge in the sphere of psychology, become acquainted with the laws in force.
Institutions training pedagogues of Lithuania use the parallel and consecutive model when professional studies follow academic studies, that is, disciplines of educational science, methods of teaching the subject(s) or integrated courses and school practice. However, elements of modular or integrated modules can be observed in some institutions, which train pedagogues. Lithuanian pedagogues are trained at high and higher schools.
High schools.
At present there are 14 high schools, conservatories and colleges offering 23 programs for training of pedagogues. They train pedagogues for pre-school and primary educational establishments, as well as teachers of main schools.
Studies are organised on the basis of the parallel module at all schools and colleges. The duration of studies is 3-4 years. The form of studies: daytime studies, extramural (correspondence). The duration of pedagogic practice varies: for future pedagogues of pre-school educational institutions - 30-34 weeks, for pedagogues of primary education - 19-39 weeks, for future teachers of main school - 10-36 weeks (depending on the subject(s) being studied and the educational institution).
Teachers’ training and educational programs at higher schools.
Currently the Register of Study programs at the Department of Research and Education under the Ministry of Education and Science contains 85 Bachelor’s degree and 77 Master’s degree teacher training and educational programs. The duration of studies: Bachelor’s degree – 4-5 years, Master’s degree – 1-2 years.
The duration of pedagogic practice varies at different universities and depends on the model and the stage of studies. The duration of pedagogic practice in Bachelor’s degree studies of stage I (parallel model) is as follows: 8 weeks at Vilnius Pedagogical University (VPU), Lithuanian Music Academy (LMA); 10 weeks – at Lithuanian Academy of Physical Culture (LAPC); 12 weeks – at Šiauliai University (ŠU) and up to 17.5 weeks – at Klaipėda University (KU). The duration of pedagogic practice in the studies of stage II (consecutive model) is 4 weeks.
When creating the teachers’ training conception both general tendencies and the peculiarities of pedagogue training models applied in separate European Union, as well as Eastern and Central European countries, were taken into consideration. The Teachers’ Training Conception was approved in the year 2005.
Bologna process and teacher training in Lithuania:
1.Development of Higher education system:
According to the Constitution of the Republic of Lithuania the principles of autonomy, academic freedom and integration of research and higher education are enforced. The following changes took place:
- the three level system of higher education is introduced;
- an advanced system of credits for measuring the amount of study and promoting student exchange is introduced;
- the content of education has been updated – the system has become more flexible, students are offered more choice, more time is provided for the student’s individual work;
- the Centre for Quality Assessment in Higher Education established;
- a basis for recognition of professional qualifications is created (legislation has determined the necessity for competent institutions to regulate the procedures for recognition professional qualifications for State regulated professions – teachers as well);
- the Register of Study Programmes (new programmes are included if they have been recommend by experts);
- the system of secondary school maturity examinations is correlated with the admission procedures at institutions of higher education by National Examination Centre (possibility to analyze the results and conduct diagnostic investigation of the pupils’ knowledge and skills.
2. The Bologna Declaration – Implementation in Lithuania:
Generally the Bologna Declaration is in line with developments in the area of higher education in Lithuania over the last decade and therefore not led to any major changes or reforms in the Lithuanian higher education policy or in the organisation and structure of the system. There are some targets of Bologna Declaration in which areas Lithuania strengthens activities – quality assurance, European co-operation and integration and social dimension in Lithuanian higher education system.
Adoption of a system of easily readable and comparable degrees based on two main cycles:
Higher education is acquired when pursuing studies at higher education institutions following the programmes of undergraduate (at universities and colleges). Applicants are admitted on a competitive basis and must have not lower than general secondary education.
Non-university studies last for not less than three years and professional qualification are awarded. 2) University studies last for four years and Bachelor’s degree and/or professional qualification are awarded. Upon completing Bachelor’s programme, a specialised professional or Master’s programme can be undertaken. Upon competing a Master’s programme Master’s Degree is awarded. Specialised professional studies last from one to two years. Upon completing them, professional qualifications are awarded.
Establishment of a system of credits – as in the ECTS system:
Lithuania uses its own national credit system, based on student workload (contact hours, independent study, exercises, research, etc.) and refers to 40 work hours by student per week (1,5 ECTS). Universities in Lithuania use ECTS credits in student exchange.
Implementation of the Diploma Supplement:
Working group is formed for the preparation of the legislation for the Diploma Supplement. Expected that higher education institutions will issue it from 2005.
Promotion of mobility:
The contacts with foreign countries have expanded considerably with Lithuania joining LEONARDO DA VINCI and SOCRATES programmes. ERASMUS sub-programme is the most popular. The number of Lithuanian students going abroad for periods of study is increasing each year. Although the process is slower. The quotas for foreigners to be accepted into state-financed places determined by the Ministry of Education and Science. Increasing number of programmes are being offered in English and other foreign languages.
Promotion of European co-operation in quality assurance:
The system of quality assurance has been developed with regard to the general trends of the European practice. The Centre for Quality Assessment in Higher Education: 1) Co-ordinates the regular self-assessment of higher education institutions (by assessing their own performance; 2) Organises expert external assessment of higher institutions and their study programmes; 3) Organises the assessment of new study programmes. In 1999 regular education programme assessment by study field was started. In 2001 the practice of assessing study programmes by inviting foreign experts was introduced.
Promotion of the European dimension in higher education:
There have been no specific measures undertaken to define “the European dimension” in respect to university education in Lithuania. However, the close and wide-ranging co-operation and contacts with other European institutions and international organisations have had an effect both on the structure and content of higher education. Universities and colleges are encouraged to participate in international education and research programmes.
Social dimension:
Approximately 50 percent of daytime students get state grants and are exempt from tuition fees. The system of promotion and support for students has been introduced. Students can take loans for their needs from a special Fund. Loans are provided for living costs, for paying tuition fees and for studies abroad organised within the framework of international treaties and agreements.
Life long learning (policy and legislative framework):
White paper on Higher Education (1999) emphasises promotion of the idea of Lifelong Learning opportunities among other responsibilities of higher education establishments. Also Lifelong learning has a very important part in these documents:
The Law on Education (2003), Strategies for the development of education in Lithuania in 2003-2012 (2003), Lifelong Learning Strategy (2004), Conception of Teacher Training Reform (2004), Higher Education System Development Plan for 2003-2007 (draft) and etc. (From the report “Lithuania: National Report on the Bologna Process” www.bologna-bergen2005.no/EN/national_impl)
In-service ICT training
According to the “Strategy for the Introduction of Information and Communication Technologies into the Lithuanian Education for 2005 – 2007” (http://www.ipc.lt/documents) (Strategy) the main Teacher COMPETENCES are Computer Literacy and information culture. Yearly arranged teacher’s trainings in conformity with the Teachers Computer Literacy Standard meet the SEN teacher’s needs. Technological part of Standard is min. 40 hours (http://www.ipc.lt/documents) and corresponds to ECDL START requirements. Distance learning course „Teacher computer literacy Standard” is min. 30 hours and meets the requirements of Educational part of the Standard. Teachers also are trained constantly during short training courses on ICT application for SEN and on implementation of special teaching aids.
Development of Integration/Inclusion
Since the restoration of Lithuania’s Independency in 1990 it has been committed to international policy documents and promoted an inclusive approach in education 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.
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. Therefore it was very clear for Lithuanian Ministry of Education that there was an urgent need to develop 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 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". "We are all at a different pace but nonetheless striving to develop Inclusive Education or School for All learners, where we put full participation, equality and community at the centre - as a clear dimension of quality in education".
Tendencies are as follows: every year more and more of SEN pupils choose a mainstream educational settings. In the school year 1999-2000 SEN the number of pupils attending spec. (boarding) schools made up 14 %. In the school year 2004-2005 SEN the number of pupils attending special (boarding) schools was 1.1 %.
The decreasing tendency of the number of SEN students attending special (boarding) school 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 number has declined.
Another very important tendency can be noted and emphasised: In the school year 1999–2000 SEN – 82 % of pupils were mainstreamed. In the school year 2004-2005 SEN – 88.4 % of pupils have been mainstreamed.
In 2004–2005 there were 10.5 pupils (of total population of pupils) with identified special needs of various levels, and 9.7 of total population of pupils with identified special needs were fully integrated (attending general education school together with their healthy peers).
The percentage of students’ educated at special (boarding) schools 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 SEN pupils 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.
With the emergence of pedagogical-psychological services in municipalities, the identification of children with special educational needs improved, while special pedagogical and psychological assistance became more accessible to them as these services are provided at the place of residence of these children. In 2006, pedagogical-psychological services were established in 53 out of 60 municipalities.
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 a real Lithuanian school practice;
- to ensure accessibility of all school types introducing formal and non-formal educational programmes to SEN persons; to provide an opportunity to SEN persons to learn at 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 system of provision of special pedagogical and psychological assistance is constantly improved:
– The Model of provision of special pedagogical and psychological assistance and the Programme of its implementation have been introduced in 2005
The Programme of financial assistance for municipalities that decide to establish municipal pedagogical psychological services in 2004. The Ministry of Education and Science allocated 1 mill. Litas for the year 2004.
Funding from the EU Structural Funds: the two National projects related to the prevention of drop-outs and developing a network of pedagogical psychological services (PPS) have been prepared.
From the year 2005 Lithuania allocates 20 % plus of the funding into the so-called "back-packs” for each SEN pupil in a mainstream setting. From this money pedagogical and psychological assistance is provided. Some funding from such "back packs" goes to funding local PPS, teacher assistants etc.
Lithuania is up to further improvement in the system of financing of the education system: necessary resources are provided by pupil’s back-pack 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 will have the necessary knowledge 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.
Consultants on inclusive education who were prepared during the Nordic and Baltic project „A School for All“ are disseminating their knowledge and experience.
The model of provision of special educational materials was created (using the Swedish experience in this field).
At the moment categorisation of pupils according to impairments still exists. (Definition of SEN given by the Law on Special Education (1998), Legislation act from 2002 mentioned above). But anyway Lithuania has achieved a lot striving to go further and develop its legislation regarding this matter.
Lithuania attempts to link “needs assessment” and the traditional “medical-psychometric” approach.
- First of all a wide network of pedagogical psychological services (PPSs) was developed in the country so assistance is as close as possible to families, pupils and schools.
- Developing and improving education financing reform. Each SEN pupil from the year 2005 gets plus 20 percent more funding. Funding for SEN pupil at a mainstream setting has to increase every year about 10 percent according to the Strategic Plan of the Ministry of Education and Science.
- The Collegium of Education of the Ministry of Education and Science in the year 2006 has made a decision regarding a co-existence of two laws namely The Law on Special Education from the year 1998 that is already „old-fashioned“. Therefore hopefully the only Law on Education from the year 2003 and secondary legislation accordingly are going to regulate education of persons with SEN.
- The further step is going to be – changing the secondary legislation acts in order with inclusive approach and advanced terminology and directed towards “educational needs assessment and provision needed” much more than to impairments.
Quality Indicatiors for Special Needs Education
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 quality indicators is presented in the publication of the Ministry of Education and Science „Education in Lithuania. Facts and Figures 2006“
www.smm.lt/svietimo_bukle/apzvalga.htm http://www.eurydice.org/ressources/eurydice/pdf/047DN/047_LT_EN.pdf
View the SNE data for Lithuania [opens in new browser window] |
