Factors that encourage the process of inclusive education in the context of legal prerequisites for change in the system: teacher's approach

Abstract

The article presents research results that deal answer with the question: what factors of educational to reality promote development of inclusive education in general education schools? 355 teachers of general schools from various regions of Lithuania, including town and village schools are reflecting the problem: What conditions should be met to make inclusive education a natural reality in school? Following the theory of education transformation, the research data are analysed in two dimensions: 1) the provisions of changes in the system of special education in legal acts; 2) socio-educational meaningfulness of inclusive education. The attitude of teachers towards the social and educational value of this form of organisation of education was analysed, as well as conditions for its implementation in Lithuanian schools.