| Abstract [eng] |
Thesis topic: Preparation of preschool educators to implement the principles of inclusive education. In order to analyze the readiness of preschool educators to implement the principles of inclusive education, a qualitative study was chosen by interviewing preschool educators who work in preschool education institutions of Vilnius city municipality. The qualitative research method was chosen because not all preschool institutions operating in Vilnius are yet ready to implement the principles of inclusive education, therefore most educators have little experience to tell about their experiences in educating children with special educational needs while implementing the principles of inclusive education, which reduces the number of educators in the sample. By the way, during the study, criteria for selecting educators were established, which reduced the possible number of educators to be interviewed. In addition, the choice of qualitative research was determined by the fact that it was desired that educators share their experience about the readiness to implement the principles of inclusive education, in order to qualitatively, rather than quantitatively, reveal the possibilities for improving the readiness of educators to implement the principles of inclusive education. Having foreseen the possibilities of improving the readiness of preschool educators to implement the principles of inclusive education, it can be stated that the preparation of educators needs to be improved by organizing more training and advanced training courses for them, improving their readiness to implement the principles of inclusive education. Also, increasing the preparation of educators to implement the principles of inclusive education requires a reform of teacher training for inclusive education, as well as a targeted teacher training and professional development policy and an effective preschool education training program for educators and the administration of educational institutions. It is also necessary to increase the training of educators and other specialists providing educational assistance. In addition, it is important to improve the adaptation of educational institutions to children with special educational needs and to provide educators with access to educational resources so that they do not face obstacles in organizing the educational process for all children, implementing the principles of inclusive education. It is also crucial to promote stronger support from parents and other stakeholders in implementing the principles of inclusive education. This can be achieved through regular communication, volunteering, organising parent seminars and ensuring their active participation in school associations. |
