{"id":{"repo_id":"vilnius","oai_identifier":"oai:vu.lt:elaba:210642931"},"canonical_url":"https://search.dev.ndltd.org/etd/vilnius/oai:vu.lt:elaba:210642931","repository":{"repo_id":"vilnius","name":"Vilnius University","base_url":"https://epublications.vu.lt/oai"},"display":{"title":"Anglų kalbos mokytojų požiūris į įtraukųjį ugdymą /","abstract":"As Lithuania moves towards universal inclusive education, various related issues are gaining more and more relevance. One of them is the attitude of teachers towards the changes that will soon take place in the education system. A group of ESL teachers was chosen for this study, as the vast majority of students choose English as their first foreign language. The aim of this paper is to investigate the attitudes of pre-service and in-service ESL teachers towards inclusive education, its possible reasons, and to make a comparative analysis of them. The object of the study is ESL teachers' attitudes towards inclusive education while facing the changes in the education system. To answer the research questions and attain the objectives of this study, a qualitative study based on phenomenographic principles was conducted, the results were also analysed using this approach. A focus group discussion method was used to collect the data. Two focus group discussions were held: with pre-service and in-service ESL teachers, and the results were analysed by comparing the responses of the two groups. The analysis led to the following key findings: 1. Inclusive education refers to a much broader change in the education system than just the inclusion of students with disabilities or special needs (Forlin and West, 2015). It is based on meeting the needs of all pupils in the learning process. 2. Inclusive education in Lithuania, as in other Western countries, aims to be implemented using the principles of universal design for learning (ŠMM, 2022). They are based on recognising the neurocognitive diversity of students and adapting the educational process accordingly. The UDL guidelines are based on the 3 neurocognitive systems involved in the learning process – emotional, cognitive and strategic networks. 3. The analysis of the empirical results revealed that the inclusive education concept of ESL teachers is based on the inclusion of all students in the educational process and the accommodation of their needs. The results also showed that teachers' attitudes towards inclusive education are mixed, with positive and supportive attitudes towards the idea of inclusive education but negative attitudes towards its implementation. In justifying their positive attitudes towards inclusive education, the participants in the study stated that it contributes to a society that is healthy and fair. The reasons given for their negative attitudes towards the implementation of inclusive education were the lack of preparation and competences to work with pupils with special needs and the shortage of educational support specialists. Also, introducing this reform without proper preparation and the multiplicity of other changes in education system that take place simultaneously. 4. Comparing the results of pre-service and in-service ESL teachers did not reveal any significant differences.","abstract_html":"As Lithuania moves towards universal inclusive education, various related issues are gaining more and more relevance. One of them is the attitude of teachers towards the changes that will soon take place in the education system. A group of ESL teachers was chosen for this study, as the vast majority of students choose English as their first foreign language. The aim of this paper is to investigate the attitudes of pre-service and in-service ESL teachers towards inclusive education, its possible reasons, and to make a comparative analysis of them. The object of the study is ESL teachers' attitudes towards inclusive education while facing the changes in the education system. To answer the research questions and attain the objectives of this study, a qualitative study based on phenomenographic principles was conducted, the results were also analysed using this approach. A focus group discussion method was used to collect the data. Two focus group discussions were held: with pre-service and in-service ESL teachers, and the results were analysed by comparing the responses of the two groups. The analysis led to the following key findings: 1. Inclusive education refers to a much broader change in the education system than just the inclusion of students with disabilities or special needs (Forlin and West, 2015). It is based on meeting the needs of all pupils in the learning process. 2. Inclusive education in Lithuania, as in other Western countries, aims to be implemented using the principles of universal design for learning (ŠMM, 2022). They are based on recognising the neurocognitive diversity of students and adapting the educational process accordingly. The UDL guidelines are based on the 3 neurocognitive systems involved in the learning process – emotional, cognitive and strategic networks. 3. The analysis of the empirical results revealed that the inclusive education concept of ESL teachers is based on the inclusion of all students in the educational process and the accommodation of their needs. The results also showed that teachers' attitudes towards inclusive education are mixed, with positive and supportive attitudes towards the idea of inclusive education but negative attitudes towards its implementation. In justifying their positive attitudes towards inclusive education, the participants in the study stated that it contributes to a society that is healthy and fair. The reasons given for their negative attitudes towards the implementation of inclusive education were the lack of preparation and competences to work with pupils with special needs and the shortage of educational support specialists. Also, introducing this reform without proper preparation and the multiplicity of other changes in education system that take place simultaneously. 4. Comparing the results of pre-service and in-service ESL teachers did not reveal any significant differences.","abstract_has_math":false,"creators":["Kamenskienė, Agnė,"],"institution":"Institutional Repository of Vilnius University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-24T05:55:52Z","subjects":[],"languages":["lit"],"rights":["info:eu-repo/semantics/openAccess"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.vu.lt/VU:ELABAETD210642931&prefLang=en_US","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Kamenskienė, Agnė,"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["Institutional Repository of Vilnius University"]},{"key":"dc:relation","label":"Dc Relation","values":["https://epublications.vu.lt/object/elaba:210642931/210642931.pdf"]},{"key":"dc:type","label":"Dc Type","values":["info:eu-repo/semantics/bachelorThesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["lit"]},{"key":"dc:rights","label":"Dc Rights","values":["info:eu-repo/semantics/openAccess"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.vu.lt/VU:ELABAETD210642931&prefLang=en_US"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["As Lithuania moves towards universal inclusive education, various related issues are gaining more and more relevance. One of them is the attitude of teachers towards the changes that will soon take place in the education system. A group of ESL teachers was chosen for this study, as the vast majority of students choose English as their first foreign language. The aim of this paper is to investigate the attitudes of pre-service and in-service ESL teachers towards inclusive education, its possible reasons, and to make a comparative analysis of them. The object of the study is ESL teachers' attitudes towards inclusive education while facing the changes in the education system. To answer the research questions and attain the objectives of this study, a qualitative study based on phenomenographic principles was conducted, the results were also analysed using this approach. A focus group discussion method was used to collect the data. Two focus group discussions were held: with pre-service and in-service ESL teachers, and the results were analysed by comparing the responses of the two groups. The analysis led to the following key findings: 1. Inclusive education refers to a much broader change in the education system than just the inclusion of students with disabilities or special needs (Forlin and West, 2015). It is based on meeting the needs of all pupils in the learning process. 2. Inclusive education in Lithuania, as in other Western countries, aims to be implemented using the principles of universal design for learning (ŠMM, 2022). They are based on recognising the neurocognitive diversity of students and adapting the educational process accordingly. The UDL guidelines are based on the 3 neurocognitive systems involved in the learning process – emotional, cognitive and strategic networks. 3. The analysis of the empirical results revealed that the inclusive education concept of ESL teachers is based on the inclusion of all students in the educational process and the accommodation of their needs. The results also showed that teachers' attitudes towards inclusive education are mixed, with positive and supportive attitudes towards the idea of inclusive education but negative attitudes towards its implementation. In justifying their positive attitudes towards inclusive education, the participants in the study stated that it contributes to a society that is healthy and fair. The reasons given for their negative attitudes towards the implementation of inclusive education were the lack of preparation and competences to work with pupils with special needs and the shortage of educational support specialists. Also, introducing this reform without proper preparation and the multiplicity of other changes in education system that take place simultaneously. 4. Comparing the results of pre-service and in-service ESL teachers did not reveal any significant differences."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Anglų kalbos mokytojų požiūris į įtraukųjį ugdymą /","ESL teachers' attitude towards inclusive education."]}]}],"canonical_facts":{"dc:creator":["Kamenskienė, Agnė,"],"dc:date":["2024"],"dc:description":["As Lithuania moves towards universal inclusive education, various related issues are gaining more and more relevance. One of them is the attitude of teachers towards the changes that will soon take place in the education system. A group of ESL teachers was chosen for this study, as the vast majority of students choose English as their first foreign language. The aim of this paper is to investigate the attitudes of pre-service and in-service ESL teachers towards inclusive education, its possible reasons, and to make a comparative analysis of them. The object of the study is ESL teachers' attitudes towards inclusive education while facing the changes in the education system. To answer the research questions and attain the objectives of this study, a qualitative study based on phenomenographic principles was conducted, the results were also analysed using this approach. A focus group discussion method was used to collect the data. Two focus group discussions were held: with pre-service and in-service ESL teachers, and the results were analysed by comparing the responses of the two groups. The analysis led to the following key findings: 1. Inclusive education refers to a much broader change in the education system than just the inclusion of students with disabilities or special needs (Forlin and West, 2015). It is based on meeting the needs of all pupils in the learning process. 2. Inclusive education in Lithuania, as in other Western countries, aims to be implemented using the principles of universal design for learning (ŠMM, 2022). They are based on recognising the neurocognitive diversity of students and adapting the educational process accordingly. The UDL guidelines are based on the 3 neurocognitive systems involved in the learning process – emotional, cognitive and strategic networks. 3. The analysis of the empirical results revealed that the inclusive education concept of ESL teachers is based on the inclusion of all students in the educational process and the accommodation of their needs. The results also showed that teachers' attitudes towards inclusive education are mixed, with positive and supportive attitudes towards the idea of inclusive education but negative attitudes towards its implementation. In justifying their positive attitudes towards inclusive education, the participants in the study stated that it contributes to a society that is healthy and fair. The reasons given for their negative attitudes towards the implementation of inclusive education were the lack of preparation and competences to work with pupils with special needs and the shortage of educational support specialists. Also, introducing this reform without proper preparation and the multiplicity of other changes in education system that take place simultaneously. 4. Comparing the results of pre-service and in-service ESL teachers did not reveal any significant differences."],"dc:format":["application/pdf"],"dc:identifier":["https://repository.vu.lt/VU:ELABAETD210642931&prefLang=en_US"],"dc:language":["lit"],"dc:publisher":["Institutional Repository of Vilnius University"],"dc:relation":["https://epublications.vu.lt/object/elaba:210642931/210642931.pdf"],"dc:rights":["info:eu-repo/semantics/openAccess"],"dc:title":["Anglų kalbos mokytojų požiūris į įtraukųjį ugdymą /","ESL teachers' attitude towards inclusive education."],"dc:type":["info:eu-repo/semantics/bachelorThesis"]},"updated_at":"2026-07-24T05:55:52Z"}