Inclusive Education for Children with Special Needs

Abstract

Purpose. This study explores parental attitudes toward inclusive education in urban Lithuanian general education schools, focusing on their expectations and concerns about schools’ readiness to support children with special educational needs. Methodology. A quantitative survey was conducted with 267 parents from schools in a major Lithuanian city. The questionnaire included both closed and open-ended questions to assess parents’ knowledge, attitudes, and concerns regarding inclusive education. Data were analyzed statistically to identify trends and relationships with socio-demographic factors. Findings. Most parents supported inclusive education, though this support was often conditional on the availability of additional resources, such as specialized staff and adapted infrastructure. Many expressed uncertainties about schools’ readiness, pointing to insufficient teacher training and systemic or cultural barriers. The results reveal a gap between policy and practice in implementing inclusive education. Originality. This study adds to the international discourse by providing insight into the early-stage development of inclusion in Lithuania. It underscores the importance of parental attitudes and highlights the need for improved teacher training, infrastructure, and collaboration among stakeholders to promote effective, stigma-free inclusion.