OPPORTUNITIES FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN PRESCHOOL INSTITUTIONS: PARENTS’ EXPERIENCES

Abstract

Inclusive education is today a widely used concept, referring to the integration of children with disabilities or developmental challenges into the general socialization and learning process. This concept emerged alongside educational reforms, which include ensuring inclusive education based on the principles of equality and non-discrimination. Inclusive education is considered a continuously evolving process, focused on accessibility, improving educational quality, and meeting the individual needs of each child. Although the topic is highly relevant and has been intensively studied, especially over the past decade, research on parents’ experiences in the context of inclusive education remains limited. The present study aimed to explore parents’ experiences related to the implementation of inclusive education in preschool settings, using theoretical literature analysis as well as empirical semi-structured interviews and qualitative content analysis. The results showed that parents’ experiences are diverse; however, inclusive education positively influences the learning processes of children with special educational needs (SEN). Successful inclusion requires ongoing collaboration among parents, educators, and other specialists. The study also highlighted key challenges: strengthening teachers’ preparedness to work with children with SEN; increasing parents’ active involvement in the educational process; adapting educational conditions to the individual needs of children; and providing additional consultations and support to parents.

The term acquired its meaning when children with disabilities or developmental disorders began to be included in the general process of socialization. This shift was influenced by educational reform, in which the implementation of inclusive education is one of the key components. The principles of equality and non-discrimination, as stipulated in the Law on Education, are also directly associated with inclusive education. This means that all educational institutions are required to create conditions for every child to learn and develop their abilities and skills, as well as to receive the necessary support, without discrimination based on diverse educational needs.

Relevance of the study. Understanding parents' opinions on inclusive education is necessary in order to create effective forms of cooperation and ensure successful inclusion of children. Parents' attitudes and experiences can have a significant impact on the effectiveness and success of the institution's actions to implement inclusive education. Research problem, problem questions. What is the attitude of parents raising preschool children towards inclusive education? How does this attitude affect the implementation of inclusive education in preschool institutions?

The object of the study is the attitude of parents and their experiences towards the possibilities of implementing inclusive education in a preschool institution.

The aim of the study is to reveal parents' attitudes and experiences regarding the possibilities of implementing inclusive education in preschool institutions.

Research objectives. 1) To analyse the scientific literature sources, to reveal the possibilities of implementing inclusive education in a preschool institution and the roles of parents in this process from a theoretical perspective. 2) To reveal the views of parents on the current implementation of inclusive education in preschool institutions. 3) To identify the experiences of parents that they experience in the context of inclusive education. 4) To highlight the challenges that parents had to face during the implementation of inclusive education principles in preschool institutions.

Research methodology and sample. The chosen qualitative research method is a semi-structured interview using open-ended questions. Considering that inclusive education has legally entered into force in Lithuanian educational institutions only since September 2024, it was very important to find out the views and experiences of parents raising children with special educational needs and typical development on the possibilities of implementing inclusive education in preschool institutions. Interviews were conducted with 10 people.

Research results: the results of the qualitative research confirmed that parents' attitudes towards the inclusion of children with special educational needs are diverse, but inclusive education has a direct impact on the success of the educational processes of children with special educational needs. Cooperation between parents and educators and other specialists is necessary to achieve successful inclusion of a child in the activities of a preschool educational institution. Parents' experiences also show that in order to achieve more productive work, educators need greater preparation, in order to ensure that the child's education yields good results in a preschool educational institution. Based on the research data, several challenges can be highlighted that parents encountered during the implementation of inclusive education principles in preschool institutions. The first challenge concerns the need to strengthen teachers’ preparedness to work with children with special educational needs, to increase the number of specialist positions, and to involve additional professionals. This challenge manifests in the lack of competencies and the insufficient ability to promptly apply appropriate methods in real-time situations. The second challenge relates to parental involvement in the educational process, as well as active communication and cooperation, which are often hindered by parents’ limited engagement. The third challenge is the adaptation of inclusive education conditions to meet the individual needs of children with special educational needs, which is directly linked to the adjustment of the learning environment and teaching methods. Another challenge is the provision of support and additional consultations for parents, which not all parents are willing or able to accept.