Aklųjų ir silpnaregių mokinių integruoto ugdymo analizė
Analysis of Integrated Education of Blind and Visually Impaired Pupils

Summary/Abstract: The object of the research: peculiarities of integrated education of visually impaired pupils in mainstream schools. Hypothesis: it is likely that in mainstream schools physical environment is not adapted to visually impaired pupils, there is a lack of visual aids and large-font textbooks, etc; teachers’ qualification is not sufficient for integrated education of visually impaired children. The aim of the research: to identify the peculiarities of integrated education of visually impaired children in 2006–2007 school year in mainstream schools of the Republic of Lithuania. The objectives of the research: 1. To do literature on psychology, sociology and educology analysis. 2. To present the research instrument (closed-type questionnaire); 3. To make an attempt to identify: difficulties faced by visually impaired children in the situation of integrated education (independence and difficulties on the way to school, difficulties during classes, difficulties with homework, help with homework, communication difficulties, knowledge about a special school). Research sample: 241 visually impaired pupils integrated in to mainstream schools of the Republic of Lithuania. The main conclusions: 1. Integrated education is mostly present in mainstream school classes of the Republic of Lithuania. The number of pupils in primary classes is twice smaller (the smallest number is in senior classes). Senior class pupils attend special schools to gain secondary education. In their opinion, special schools offer better learning conditions, they are better to prepare for higher education. 2. Visually impaired children integrated in mainstream schools face certain problems in the study process: new information technology, constantly increasing study load, etc. Other motives such as the school is close to home, do not want to separate from friends do not have a big influence on the choice of the form of education. 3. Provision with large-font textbooks or textbooks in Braille is little. A demand for such textbooks is still big, however, school administrations do not order and buy them for visually impaired children because of a lack of finances. 4. It is difficult for visually impaired pupils to see what is being demonstrated, to read what is written on the blackboard, their eyes get tired reading small font, pupils have difficulty in reading their own writing, etc. Mainstream schools still have too few instruments used to understand teaching material by touching and hearing. Relatives help visually impaired children in integrated education is important and the character of help does not change. 6. Not many mainstream school administrations in the Republic of Lithuania a lot finances for teacher assistants and typhlopedagogues.

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