Abstract:

This article analyses the education of children with special educational needs in mainstream schools, which has been taking place in Lithuania since the declaration of independence (1990). It should be noted that, as of 2024, all mainstream education schools in Lithuania must not only accept children with special educational needs but also ensure appropriate learning conditions, an adapted physical and social environment, and the necessary assistance from educational support specialists and teachers. The documents adopted in Lithuanian law define the implementation of the principle of inclusion in the education system, where conditions are created for each person to learn, develop their abilities, receive the necessary assistance, experience success in learning, social and cultural environment, and not be discriminated against because of the diversity of their educational needs and the need for educational support. It should be noted that inclusion in education is not a final goal, but a process of systematic reform involving changes in values, attitudes, educational content, teaching methods, and the organization and strategies of education.

Teachers may have different attitudes towards the education of children with special educational needs. Teachers' preconceptions are fundamental, as they can either help or hinder the inclusion of children with special educational needs in the education system.

The study aims to analyse teachers' attitudes towards children with special educational needs in mainstream schools. Data was collected using an online questionnaire. The study involved 268 participants. The research data were analysed using descriptive statistical methods.

The conclusions are that most teachers have experience working with students with special educational needs, but only a small proportion of them feel fully prepared to provide qualified assistance. Teachers recognize the importance of giving extra attention to these students, but face challenges related to behaviour management and dividing their attention among all students. Most respondents experience challenges in organizing the educational process, as students with special educational needs require more individualized attention and assistance.

Keywords:

Children with special educational needs, teacher's attitudes.