| Abstract [eng] |
Inclusive education is a key component of the educational system, aiming to ensure that all children, regardless of their abilities or needs, have equal opportunities to learn and be accepted. However, challenges remain both in Lithuania and globally, including a lack of teacher competencies, insufficient funding, limited specialist support, inadequate infrastructure, and weak parental involvement. In Lithuania, there is a lack of comprehensive research systematically analyzing how pedagogical practices can promote equal relationships between children with special educational needs (SEN) and their peers in preschool education. This highlights the need to develop and implement effective strategies that support genuine inclusion and equitable relationships in the educational process. Research object. Preschool-aged children with special educational needs and the possibilities of their inclusion in mainstream education to foster equal peer relationships. Research aim. To analyze and evaluate educational strategies and methods that enhance the inclusion of SEN children in preschool institutions and to provide recommendations for improving this process. Research objectives: 1) to analyze theoretical aspects of increasing inclusion for preschool children with SEN; 2) to justify the research methodology for promoting equal peer relationships for SEN children; 3) to identify opportunities for increasing the inclusion of preschool-aged SEN children through equal relationship development. Research methods.The study was conducted in a preschool in Kaunas applying inclusive education principles. Data were collected through document analysis, a teacher survey, and semi-structured interviews. The analysis of national documents revealed that inclusive education in Lithuania is clearly regulated. Based on interviews with teachers and specialists, major challenges were identified at the levels of the child, teacher, family, institution, and state. Children lack emotional security, motivation, and social skills. Teachers face knowledge gaps, heavy workloads, and limited methodological diversity. Families are often not sufficiently involved due to lack of information or differing perspectives. Institutions lack specialists and adapted environments, while at the state level, there is a shortage of systematic solutions, funding, and professional support. Analysis of the 2024 preschool activity plan and environmental quality assessment showed weak child learning monitoring, insufficient feedback, and low ratings for environment and activity adaptation for inclusion. High staff turnover reduces educational continuity, while the growing number of SEN children demands more resources and specialists. Conclusions. To achieve genuine inclusion, it is essential to strengthen all levels of education: individualize activities, improve the physical environment, ensure teacher training, promote parental involvement, and develop clear national policy. The project includes an introduction, theoretical background, research methodology, analysis of results, conclusions, and recommendations. |
