| Abstract [eng] |
In recent decades, the increasing number of students with various learning difficulties has highlighted the importance of implementing inclusive education practices. Although the principles of inclusion are being actively integrated into Lithuania's education system, the education of students with significant and complex support needs remains one of the most challenging areas of pedagogical practice. These students often face complex developmental, behavioral, emotional, or communication difficulties that require consistent, long-term, and individualized pedagogical support. In such cases, the teacher’s role becomes a key factor in ensuring students’ learning opportunities, emotional well-being, and inclusion. This study aims to reveal the expression of the teacher’s role in educating students with complex learning and support needs, based on theoretical analysis and qualitative research findings. The theoretical part of the thesis discusses the concepts of “disability,” “disorder,” and “learning difficulties,” presents an overview of the development of special education in Lithuania, and analyzes the learning characteristics of these students as well as the importance of teacher competencies, preparedness, emotional resilience, and collaboration. Based on the analysis, a theoretical model of the teacher's role was developed. The qualitative research revealed that students with complex learning needs experience a wide range of challenges – behavioral, attentional, self-regulatory, language, emotional expression, and sensory difficulties – which make the provision of learning support complex and demand continuous individualization. The teachers’ experiences particularly highlighted the need to apply flexible, constantly adapted solutions tailored to the individual needs of each child. The effectiveness of support is significantly influenced by close cooperation with educational support specialists, teacher assistants, and students’ parents, as well as a clearly structured learning environment that includes tools, rules, visual aids, and emotional support. The study also showed that the challenges faced by teachers stem not only from students’ behavioral or developmental issues but also from insufficient institutional support, excessive workloads, emotional exhaustion, and a lack of professional development opportunities. Teacher resilience and commitment are sustained by a sense of responsibility, belief in change, self-reflection, and intrinsic motivation to work with these students. A teacher working with students with complex support needs functions not only as a provider of educational content but also as a source of emotional support, a creator of an inclusive environment, and a decision-maker in pedagogical practice. This mission is supported not only by professional knowledge but also by internal motivation, psychological preparedness, and well-structured institutional support. These factors enable the teacher to respond effectively to educational realities and to create sustainable, inclusive, and responsive learning environments. |
