Abstract:

Aims: to reveal the factors of inclusive learning environment organization in cases of visual impairment.

Strategic educational provision "Lithuania 2030", emphasizes, that to pursuit quality of education there are two important factors, values and expectations. Creativity and openness are taken as the essential direction of education. Education is based on them, by creating a social, cultural and physical environment in which the child actively develops his or her current and future powers. Educational programs and the process must be holistic, diversity-oriented, developing social and educational inclusion, encouraging participation (Concept of a good school, Ministry of Education and Science of the Republic of Lithuania, 2015).

The European Commission and other documents emphasize inclusive values, such as the dignity of each person, respect for differences, diversity, tolerance, and equal opportunities for education (Key principles of a Quality Framework, 2014). These values focus on creating an institution that is open for each child and is adapting each of themes differences and educational needs. One of the key factors for inclusive education is the ability to adapt teaching methods, materials, tasks etc. according to learners’ needs and profile (Meyer et al. 2014).

From 2024 Lithuania is preparing to implement amendments to the Law on Education, which establish the principle of inclusion in educational institutions. Educational institutions will have to be provided with the conditions for children with special educational needs to learn together with their peers, removing all barriers. Among these students are children with visual impairment, so it is important to find out what factors can lead to the organization of the inclusive learning environment and how educational institutions are ready to accept and develop visual impairment students.

The methodological basis of the research consists of the concept of the inclusive learning environment, based on which four types of factors are distinguished in organizing education in cases of visual impairments:
• Factors of organizing physical learning environment;
• Factors of creating a social and psychological environment;.
• Factors of organizing learning process;
• Teachers' readiness to educate visually impaired children .

A qualitative study was purposefully chosen for the empirical data. The study analyzes six cases of visual impaired pupils studying in mainstream schools (primary school students). Applied methods of observation and semi -structured interviews with teachers and parents of these students.
The case analysis revealed that not all educational institutions are ready to educate visually impaired students. Teachers are best at organizing social - psychological teaching / learning environments. More challenging arise are physical learning environment and applying the curriculum and educational materials. It is noteworthy that technology is one of the main factors that allows the involvement of visually impaired in the educational process with their peers. The analysis of the study also showed that educators still lack knowledge of impaired vision and the peculiarities of these students' teaching / learning.

Keywords:

Low vision children, learning environment, inclusive education, pedagogical factors.