The power of the school community in increasing inclusion

Global Education Monitoring Report (UNESCO, 2020) stressed that empowering educational practice today is not limited only to the people with disabilities, but it should address all learners, regardless of age, gender, race, social or ethnic affiliation, place of residence, property status, language, religion, sexual orientation, migration, and other conditions. For ensuring inclusion and well-being of learners, it is important to recognize the signs of inequality which is essential in the implementation of inclusive education and taking measures to overcome inclusion barriers. One of such barriers are related to the currently employed concept of special needs, emphasizing people normalcy and abnormalities. The concept of inclusion should be reconsidered by replacing it with participation and learning barriers. Learners’ engagement and participation in the learning process has become extremely acute challenge in the covid-19 situation. Many schools and teachers met with many problems to successfully ensure educational process and active participation of all learners. However, data through national and international research (Kaminskiene et al, 2021) indicate that schools in many cases just transferred the same educational models from face-to-face to remote mode without sufficiently adapting the new learning mode to diverse learners and particularly those, who experience more diversified learning needsEdukologijos tyrimų institutasMokytojų rengimo institutasTaikomosios informatikos katedraVytauto Didžiojo universitetasŠvietimo akademij