PEDAGOGINIO PERSONALO NUOSTATŲ ANALIZĖ ĮGYVENDINANT ĮTRAUKTIES ŠVIETIME PRINCIPĄ LIETUVOJE
ANALYSIS OF PEDAGOGICAL STAFF ATTITUDES IN THE IMPLEMENTATION OF THE INCLUSIVE EDUCATION PRINCIPLE IN LITHUANIA

Summary/Abstract: The principle of inclusive education has become a central pillar of contemporary educational policy, grounded in the values of equity, social justice, and equal access to learning opportunities for all students. In recent decades, international frameworks such as the Salamanca Statement, the United Nations Convention on the Rights of Persons with Disabilities, and the Sustainable Development Goals have significantly shaped national education systems, encouraging a transition from segregated to inclusive models of education. Within this context, the successful implementation of inclusive education depends not only on policy frameworks and institutional structures but also on the attitudes, competencies, and practices of pedagogical staff.The aim of this article is to analyse pedagogical staff attitudes toward the implementation of the inclusive education principle in Lithuania, using a comparative theoretical perspective that incorporates Scandinavian and broader international practices. The relevance of the study is determined by ongoing systemic educational reforms in Lithuania and the persistent gap between policy-level commitments to inclusion and the realities of its implementation in schools.The research applies a qualitative methodological approach combined with a systematic literature review. Empirical data were collected through semi-structured interviews with 20 representatives of pedagogical staff, including teachers, school administrators, and educational support specialists from different regions of Lithuania. Participants were selected using purposive and quota sampling to ensure diversity in professional roles and geographical representation. The data were analysed using thematic analysis, allowing for the identification and interpretation of key themes related to attitudes, experiences, and challenges in implementing inclusive education. The findings reveal that pedagogical staff in Lithuania generally express positive attitudes toward inclusive education, perceiving it as a fundamental right and an essential component of a modern education system. Inclusion is commonly associated with ensuring equal opportunities, fostering diversity, and adapting educational practices to meet the needs of all learners. However, these positive attitudes are not uniform and are often accompanied by ambivalence or uncertainty, particularly when educators face practical challenges in classroom settings.A key finding of the study is the significant role of professional experience in shaping attitudes toward inclusion. Teachers who have direct experience working with students with special educational needs tend to demonstrate more positive and empathetic attitudes, as well as greater confidence in their ability to implement inclusive practices. In contrast, a lack of experience or negative encounters may contribute to scepticism or resistance. This suggests that attitudes toward inclusive education are dynamic and evolve through practical engagement rather than solely through theoretical knowledge.The study also highlights a strong relationship between attitudes and pedagogical practice. Positive attitudes are associated with the use of differentiated instruction, individualized learning plans, and collaborative approaches involving support specialists and parents. In such cases, inclusion is integrated into everyday teaching practices. Conversely, negative or ambivalent attitudes often result in superficial forms of inclusion, where students with special needs are physically present in mainstream classrooms but not fully engaged in the learning process. This finding confirms that attitudes are a critical determinant of the quality and depth of inclusive education implementation.Another important aspect identified in the study is the influence of structural and institutional factors. Participants emphasized the lack of resources, including insufficient numbers of educational support specialists, inadequate infrastructure, and limited access to methodological guidance. These structural constraints significantly limit the ability of pedagogical staff to implement inclusive practices effectively, even when their attitudes are positive. This finding aligns with international research, which emphasizes that inclusion requires not only individual commitment but also systemic support.The study further reveals the importance of school culture and community involvement. Collaboration among teachers, administrators, specialists, and parents is identified as a key factor in fostering inclusive practices. Schools that promote a culture of trust, shared responsibility, and open communication are more likely to successfully implement inclusion. However, the research also indicates that societal attitudes toward inclusion in Lithuania remain mixed. Stereotypes and concerns about the impact of inclusion on educational quality persist among some parents and community members, influencing both school practices and teacher attitudes.A comparative perspective with Scandinavian countries provides additional insights into the factors contributing to effective inclusion. In these countries, inclusive education is supported by a systemic approach that includes consistent teacher training, strong institutional frameworks, and interdisciplinary collaboration. Although similar policy principles exist in Lithuania, their implementation is often fragmented and dependent on local conditions. This comparison highlights the importance of coherence between policy, practice, and professional development in achieving sustainable inclusion.The COVID-19 pandemic further exposed existing limitations in the Lithuanian education system. The transition to remote learning revealed a lack of preparedness to address diverse student needs in digital environments. Inclusive practices were often inadequately adapted, particularly for students with special educational needs. This experience underscores the necessity of developing flexible and learner-centred approaches that can respond to changing educational contexts.The study demonstrates that the implementation of inclusive education in Lithuania is a complex and multifaceted process shaped by the interaction of individual, institutional, and societal factors. While there is a clear normative shift toward recognising the importance of inclusion, significant challenges remain in translating this commitment into consistent practice.The article contributes to the field of inclusive education research by providing empirical evidence on the role of pedagogical staff attitudes in the implementation of educational reforms. It highlights the importance of aligning teacher training, institutional support, and community engagement to foster sustainable inclusive practices. Furthermore, the study emphasizes that changing attitudes alone is insufficient; systemic changes are required to support educators in implementing inclusion effectively.In conclusion, the successful implementation of inclusive education in Lithuania requires a comprehensive approach that integrates policy development, professional training, resource allocation, and cultural change. Strengthening pedagogical competencies, enhancing institutional support, and promoting positive societal attitudes are essential steps toward ensuring that inclusion becomes a meaningful and effective practice rather than a formal policy objective.

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