Special Education https://www.journals.vu.lt/special-education <p>Founded in 1998. Is an international publication, aiming at supplementing research and practical resources of education and social participation of persons with disabilities. It provides a forum for scientists and practitioners who work with people having disabilities in various spheres and environments of life.</p> Vilniaus universiteto leidykla / Vilnius University Press en-US Special Education 2424-3299 Editor’s Foreword https://www.journals.vu.lt/special-education/article/view/30035 Stefanija Alšauskienė Odeta Šapelytė Copyright (c) 2022 Odeta Šapelytė https://creativecommons.org/licenses/by/4.0 2022-12-07 2022-12-07 1 44 5 8 The Attitude and Actions of Leaders in Developing an Inclusive School https://www.journals.vu.lt/special-education/article/view/27873 <p>usive education, chosen by a school. The implementation of the project in Lithuania is supported by the programme “I choose to teach – for school change!”, which aims to increase inclusive education as a focus on each child and the child’s continuous learning progress. The article presents interviews with 14 principals of Lithuanian general education schools, who participated in the first stage of the programme “I choose to teach – for school change!”. The interviews were aimed at finding out school leaders’ attitudes towards inclusive education, their actions of planning and managing transformational processes taking place in school while strengthening inclusive education. Applying the method of inductive qualitative content analysis, four themes revealing the diversity of school leaders’ attitudes and actions in creating the inclusive school were distinguished: 1) the deconstruction of the phenomenon of inclusion, singling out the categories of acknowledgment of individuality and equal opportunities, every child’s progress and participation, and the development of general competencies; 2) personal readiness for strengthening inclusion, where the elements of internalization of the sense of change and acknowledgment of challenges of change have come to light; 3) leadership projections manifesting themselves through the “declaration” of value priorities by personal example, initiatives supporting and inspiring teachers; and 4) reorganisation of organizational structures in creating and formalising internal procedures and agreements, the collegial learning system and in making decisions that mobilise various types of resources.</p> Lina Miltenienė Jūratė Valuckienė Milda Damkuvienė Sigitas Balčiūnas Evandželina Petukienė Meda Bugenytė Copyright (c) 2022 Lina Miltenienė | Jūratė Valuckienė | Milda Damkuvienė | Sigitas Balčiūnas | Evandželina Petukienė | Meda Bugenytė https://creativecommons.org/licenses/by/4.0 2022-12-07 2022-12-07 1 44 9 54 10.15388/se.2022.v1i44.11 Telepractice in providing speech therapy for children: Speech therapists’ view and experiences https://www.journals.vu.lt/special-education/article/view/26367 <p>The article analyses speech therapists’ view and experiences in providing speech therapy using telepractice in the context of the COVID-19 situation. The performed quantitative and qualitative analysis of the research data revealed how the country’s speech therapists perceived telepractice, the types of applied telepractice, the advantages and limitations of applying this practice, the opportunities to provide (in)direct support to children who had various speech, language and swallowing disorders, and the opportunities to perform professional quality functions from a distance. The study revealed that telepractice in the speech therapist’s work, although challenging due to the need to apply it in unforeseen circumstances and without proper preparation, had many advantages and could be successfully applied when combined with normal, traditional, in-person support.</p> Daiva Kairiene Aušra Gajauskienė Copyright (c) 2022 Daiva Kairienė | Aušra Gajauskienė https://creativecommons.org/licenses/by/4.0 2022-12-07 2022-12-07 1 44 55 102 10.15388/se.2022.v1i44.12 Quality of Life and Life Satisfaction of People with Disabilities during Forced Social Distancing and Home Confinement Derived from the COVID-19 Pandemic https://www.journals.vu.lt/special-education/article/view/27468 <p>This study aimed to analyze the quality of life and life satisfaction of people with disabilities in quarantine due to the COVID-19 pandemic in Ukraine and Lithuania. There were total 546 participants aged 16-84 years from Lithuania and Ukraine. The respondents completed the authors’ questionnaire and the Subjective Happiness Scale to measure quality of life, subjective happiness, and life satisfaction. Pearson’s correlation coefficient was used to assess the associations between quality of life, subjective happiness, and life satisfaction. The results demonstrate the interrelation between the constructs measured, when subjectively evaluated quality of life during quarantine was associated with satisfaction within various life spheres, and moderately associated with subjective happiness. In conclusion, our study showed the interdependence between quality of life, subjective happiness and life satisfaction, allowing manipulation of separate components to induce change in other not only in scientific rapport, but also in physical and mental health orientated preventative actions to improve the well-being for people with disabilities</p> Olena Chykhantsova Justina Kievišienė Ingrida Baranauskienė Cesar Agostinis-Sobrinho Copyright (c) 2022 Olena Chykhantsova | Justina Kievišienė | Ingrida Baranauskienė | Cesar Agostinis-Sobrinho https://creativecommons.org/licenses/by/4.0 2022-12-07 2022-12-07 1 44 103 126 10.15388/se.2022.v1i44.13 The research of the formation of eating and personal hygiene skills among children with moderate and severe mental disability https://www.journals.vu.lt/special-education/article/view/27796 <p>The article analyzes the results of the study of the formation of eating and personal hygiene skills among children with moderate and severe intellectual disabilities. The main directions of correctional work on the formation of self-care skills among children with intellectual disabilities have been described: eating skills; personal hygiene skills; dressing and undressing skills, etc. It has been established that the success of the formation of domestic independence among children with moderate and severe intellectual disabilities is determined by compliance with such conditions, in particular, determining the actual level of the child’s needs, improving the content of work with children, using a variety of visual aids, forming of a positive attitude to household activities, the gradual weakening of control in order to increase the independence and activity of the child. </p> Yuliya Haletska Copyright (c) 2022 Yuliya Haletska https://creativecommons.org/licenses/by/4.0 2022-12-07 2022-12-07 1 44 127 154 10.15388/se.2022.v1i44.14 Preconditionos for successful education of children with autism spectrum disorder at primary general school: experience of parents https://www.journals.vu.lt/special-education/article/view/26431 <p>&nbsp;</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Children with disabilities, as all other children, have a right to be educated in the general education system and receive quality education, yet in practice, in other countries and Lithuania, a number of shortcomings can be observed in this area. It is noteworthy that significant challenges to inclusive education are raised by the education of children with ASD. Children with ASD are more sensitive to the environment surrounding them. It is influenced by social interactions, communication difficulties, repetitive, stereotyped behaviour, interests of children with ASD, as well as the lack of the readiness of the child’s environment to respond to his/her individual needs. The presence of children with ASD at a school of general education by no means guarantees their inclusion, it is important to create appropriate conditions for them to participate in the educational process meaningfully and actively, to engage them in joint activities with their peers, to feel that they are the part of the community of their classroom, their school and to reach goals and results in line with their abilities. Although recently scientists increasingly devote more of their attention to the education of children with ASD, however, there is lack of research revealing the preconditions of their successful education at schools of general education. Therefore, it is relevant to reveal real experience of the inclusion of such children into educational system.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The article reveals the preconditions of the successful education of children with ASD at a primary school of general education based on the experience of parents. A qualitative study, while using a semi-structered interview method, was chosen. Six parents of children with ASD, whose child attends a primary school of general education, participated in the research. The obtained data were analysed while using a qualitative content analysis method while adhering to an inductive logic, which is based on the study data, when creating topics.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The study established that the preconditions of the successful education of children with ASD at a primary school of general education should be associated with the acceptance of the disability of the child by his/her parents and their openness, having detected ASD in their child, adequate preparedness of the school to receive children with ASD, the readiness of the child to attend school, the cooperation between parents and the school, the focusing on the child’s adaptation at his/her school and the creation of a favourable educational environment in the classroom.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The acceptance of the disability of the child by his/her parents and their openness, having detected ASD in their child, should be associated with the ability of parents to accept information presented by specialists and to consult with them and their interest in the education of a child with ASD. The acceptance of the disability of the child by his/her parents and their openness should also be associated with the need of psychological assistance in parents and its obtainment both from specialists and when joining the groups of parents rearing children with ASD. In addition, it is important that parents do not conceal the disability of their child from the school, because the school, while being aware of individual educational needs of the child, is able to respond to them and to provide the necessary assistance to the child.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The successful education of children with ASD is also guaranteed by the preparedness of the school to receive children with ASD which encompasses the openness of the school community to the inclusion of children with ASD, sufficient resources of the specialists of educational assistance, their competence to provide assistance to a child with ASD, teachers, parents and a positive attitude of teachers and their competence to educate children with ASD, as well as teamwork and cooperation with other institutions coupled with their assistance, consultations and the sharing of good practice. In addition, there arises a need for intervisions and supervisions in teachers and education support specialists.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The successful education of children with ASD in a primary school of general education is also influenced by the preparedness of the child himself/herself to attend school. Adequate preparedness of&nbsp; a child with ASD for school should be associated with the development of elementary skills of self-management and appropriate behaviour, a positive attitude of the child to begin attending school, as well as the creation of opportunities for the child to get acquainted with the school’s environment and his/her teacher before starting to attend school.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The study showed that, in order to achieve the successful education of the child, the cooperation between the parents and the school, which encompasses the parents’ activeness and their desire to cooperate with the school and the school’s desire to involve the parents in the process of the child’s education, is important.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Attention to the child’s adaptation at school is one more important precondition for the successful education of a child with ASD. During the adaptation period, it is important that teachers, education support specialists and parents would cooperate closely, in order to assist the child to get acquainted with the school’s premises and to adapt them, as well as to organise the educational process while responding to the individual needs of a child with ASD.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; An important precondition for the successful education of the child at school is the creation of a favourable educational environment in the classroom, which in turn should be associated with the adaptation of the physical environment to the child’s needs, the creation of the psychosocial environment in the classroom community while maintaining positive relationships between the teacher and the child, between children and between parents and the attitude which is positive and oriented towards a child, as well as the cooperation between teachers and the child’s parents and other specialists and the expansion of the competences of the teacher to work with children with ASD.</p> Rita Raudeliūnaitė Vida Gudžinskienė Copyright (c) 2022 Rita Raudeliūnaitė | Vida Gudžinskienė https://creativecommons.org/licenses/by/4.0 2022-12-07 2022-12-07 1 44 155 219 10.15388/se.2022.v1i44.15