UNICEF Innocenti Research Centre Piazza SS. Annunziata, 12 50122 Florence, Italy website: www.unicef-icdc.org

CHILDREN AND DISABILITY IN LITHUANIA

Co-ordinator: Virginija Eidukiene Department of Statistics Lithuania, Vilnius

MONEE Country Analytical Report 2002

The opinions expressed are those of the authors and do not necessarily reflect the policies or views of UNICEF.

STATISTICS LITHUANIA

CHILDREN AND DISABILITY IN LITHUANIA

Prepared by: Virginija Eidukien ÷ Aldona Ablingien ÷ Sigita Ma čiuikien ÷ Daiva Marcinkevi čien ÷

Vilnius 2002

2 Contents

Introduction...... 4 1. Children with disability: who are they? ...... 5 2. Government responsibilities for children with disability...... 8 3. Institutional care of children with disabilities ...... 9 4. Children with disability in families and communities ...... 11 Services and benefits for families...... 11 Education services ...... 13 General overview ...... 13 Assessment of special needs of children and appointment of special training...13 Educating of children with special needs in pre-school establishments ...... 14 General teaching of children with special needs...... 15 Integration of children with special needs into schools of general education ....16 Vocational training of children with special needs...... 17 Pedagogues ...... 17 Problems encountered and possible solutions ...... 18

Annexes...... 19 No. 1. Special pre-schools establishments, by type of disability...... 19 No. 2. Number of children in special pre-schools establishments, by type of disability...... 19 No. 3. Contingent of general special schools and special education centres, by class ...... 20 No. 4. Contingent of children with special needs integrated into general schools, by class...... 20 No. 5. Number of pedagogues in special general schools...... 21 No. 6. Number of special staff working with disabled children in general schools21

3 Introduction

The first legal act in Lithuania, regulating legal status of persons with disability, was passed in 1990. It recognised the Declaration of Disabled, passed by the UN General Assembly in 1975. Guided by this law, the state’s directions for medical, professional and social rehabilitation of disabled for the period of 1992-2002 was approved by the Government decree in 1992. In 1998 they were revised and are currently valid. Recognition of disability in Lithuania as well as medical, professional and social rehabilitation, adaptation of environment to disabled, education and training of disabled, legal, economic and organisational guarantees for integration in work, occupation and social life are formulated in the Law on Social Integration of Disabled of the Republic of Lithuania. The Law on Special Education provides the composition of Lithuania’s special education system as well as organisational basis of management and nursery and pre-school education, general education, supplementary education, vocational, high and higher education and adult education of persons with specialised needs. The mentioned legal acts lay the foundations, which reflect the development of social integration of people with disability. The legal status is also regulated by other laws as well as by the Constitution, while specific areas are provided for in special laws or by-laws, which enforce special legal norms. Disability for children (aged 0-15) is recognised by consultative commissions of doctors in outpatient and in-patient treatment institutions. The disability term (fixed-term or until the child is 16 years of age) depends on the diagnosis. A child with disability is entitled to a monthly disability benefit equal to benefit pension. Disability for working-age persons (16 years and above) is recognised by the State Medical Social Expertise Commission. The 1st disability group is recognised for persons, who due to the status of their body cannot take care of their personal and social life, when permanent support, nursing or assistance of other persons is requested. This group differentiates disabled with complete disability, i.e. the highest level of disability, when the person due to the status of his body, regardless of rehabilitation measures, cannot take care of his personal and social life (find one’s bearings, move, work, get integrated and be economically independent), when he is in need of other person’s nursing. The 2nd disability group is recognised for persons, who due to the status of their body partly cannot take care of their personal and social life and who are in need of temporary support, nursing or assistance of other persons. The 3rd disability group is recognised for persons who due to the status of their body face reduced professional qualifications or in case it is lost, when working capacity decreases no less than by 1/3, or in cases when the professional factor cannot be taken into consideration (anatomical defects, etc.). Currently recognition of disability and other social security measures (granting of pensions, rendering of benefits) are applied on the basis of medical factor. The level of disability is decided on the basis of physical status, not considering either person’s capacity to participate in social life or what part of working capacity has been lost or how efficient rehabilitation was.

Reform of recognising of disability To apply medical and professional rehabilitation measures more efficiently in order to advance provision of social support, the Conception of the reform for recognition of

4 disability and social security measures for disabled was developed and approved by the Government in 2001. It aims at changes in procedures of recognition of disability, which provides assumptions for more just and efficient provision of social security measures to disabled. Just in terms of rendering the measures to those authorised to such support and efficient in terms of forming conditions for the persons to lead usual way of life. The new order foresees not recognition of disability, but identification of the level of loss of working capacity by the disabled person, thus, relating it to the payment of pension. The level of loss of working capacity will be recognised for only working-age population. Assessment of the level of loss of working capacity will be carried out only based on documentation presented by doctors, professional rehabilitation and other specialists with no direct participation of the person concerned. Reformed institutions of recognition of disability will assess the level of loss of working capacity, taking into consideration the person’s profession, work experience and part of working capacity, remaining after medical, professional rehabilitation and special support measures were applied. Depending on the share of loss of working capacity, the person will be entitled to the share of income to be offset by the pension. During the course of the reform, assessment of the level of loss of working capacity will be separated from assessment of special needs and identification of the level of meeting them. Many of the existing benefits will be altered by various social security measures meant for satisfaction of special needs, which will facilitate more efficient assurance of social security of disabled persons and possibilities of all-rounded integration into society. To integrate disabled persons not only into society but also into the labour market, various employment forms such as employment, labour therapy, general employment are to be developed. The mechanism for support of creation and preservation of job places for disabled persons will be developed and taking into account their specific status, equal opportunities and rights to work together with other persons in usual work places will be provided. Based on the plan approved by the Government in 2001 the mentioned reform is due to operate since 2005.

1. Children with disability: who are they?

At the beginning of 2001 in Lithuania there were 764.8 thous. children at the age of 0- 15. This is by about 15% less than ten years ago. Because of a rapid decrease in fertility, the number of children at the age 0-4 decreased by 37% during that period (from 292 to 183 thous.). It means every year into the group of children aged 0-15, as a whole, are coming less and less children and number of children leaving that group is much bigger. Figure 1.1. Changes in the number of children at the age of 0 and 15

70000 60000 50000 40000 30000

number of children 20000 10000 0 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001

Children until one year Children at the age 15 5 However, the number of disabled children was not decreasing. It increased from a level of almost 7 thousand in 1991 to a level of well over 13 thousand in 1999. In other words, the inflows for this group of children were much bigger than the outflows during the last decade. Was this trend more or less clear over time and which factors influenced it? Are children really becoming less healthy or is it connected with changes in the benefits system? Is it caused by problems of the health care system? Are procedures of recognition and possibilities of diagnosis improving? In addition to other possible causes one should acknowledge that health status of children has not been improving. According to preventive tests made in 1991, 58.6% of tested children aged 0-15 years were completely healthy, while in 2001 this figure was just 45%.

Figure 1.2. Children with disability

14000 12000

10000 Number of children recognized 8000 as disabled for the first time Number of disabled children at 6000 the end of year number of children number 4000 2000 0 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001

First time disability was recognised for 1.7 thousand children in 2001, which is by almost 10% more than a decade ago. Analysing first time disability structure by causes one can observe that main causes of children disability have remained the same over the decade, i.e. diseases of nervous and sense organs, congenital anomalies, diseases of respiratory system and mental disorders. Figure 1.3. Children first time recognised as disabled by main causes of disability (in per cent)

Congenital 40.0 % anomalies 35.0 30.0 Mental disorders 25.0 20.0 15.0 Diseases of 10.0 nervous system and sence organs 5.0 0.0 Diseases of respiratory system 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001

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However, one can note certain changes - the specific weight of children, whose disability was recognised due to diseases of nervous system and sense organs slightly, decreased (from 38% to 26.4%). Nevertheless, the said diseases like a decade ago make up the biggest share of all causes of first time disability of children. The specific weight of children whose disability was recognised due to diseases of respiratory system went up (from 6.1% in 1991 to 16.4% in 2002). Although the number of new-born children with congenital anomalies demonstrated annual changes, the number of children first time recognised as disabled remained stable over the entire decade.

Figure 1.4. Number of children with congenital anomalies

1800 1600 1400 Number of children first 1200 time recognized as 1000 disabled due to congenital number of children of number 800 anomalies 600 Number of newborns with 400 congenital anomalies 200 0 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001

As of end 2001 there were 12.9 thousand children aged 0-15 years with disability or one in 56 of this age-group (in 2000 one in 58). Compared with 1991, the number of disabled children almost doubled. Key disability causes are similar like in case of first time disability, i.e. diseases of nervous system and sense organs, congenital anomalies, mental disorders and diseases of respiratory system. The specific weight of mental disorders showed most vivid decline within the structure of disability causes (from 24.5% in 1991 to 13.6% in 2001), however, the specific weight of diseases of respiratory system almost quadrupled (from 3.4% in 1991 to 13.3% in 2001).

Figure 1.5. Disabled children by main cause of disability (at the end of year; in per cent)

% 40.0 35.0 Mental disorders 30.0 Diseases of nervous system and 25.0 sence organs 20.0 Diseases of respiratory system 15.0 Congenital anomalies 10.0 5.0 0.0 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001

7 2. Government responsibilities for children with disability

The state’s directions for medical, professional and social rehabilitation of disabled for the period of 1992-2002 approved by the Government decree in 1992 are as follows: 1. Education of disabled; 2. Employment of disabled; 3. Adaptation of environment to disabled; 4. Formation of independent life skills of disabled; 5. Access to information and communication; 6. Medical rehabilitation; 7. Formation of social integration policy for disabled.

The Council of Disability Affairs of Lithuania operates to the Government of Lithuania, is accountable to the Government and is a collegial institution, which co- ordinates medical, professional and social rehabilitation and integration of disabled. The Council of Disability Affairs uses funds of the State Disability Rehabilitation and Integration Programme and finances schemes of non-governmental organisations and public institutions of disabled, which are directed to satisfy specific needs of disabled, medical, professional and social rehabilitation all over Lithuania. The programmes are meant to aid the persons with highest disability (children, complete disability, 1st-2nd group with motion, seeing, hearing and mental disorders) through schemes of social services, professional rehabilitation, employment, adaptation of environment, education, formation of independent life skills, medical rehabilitation as well as access to communication and information. Until 1998 the most supported area was medical rehabilitation programmes. However, during the period of 1997 – 2002 financing of medical rehabilitation programmes decreased, while that of social services, education programmes, vocational training and employment programmes invigorated. Currently communities uniting people with disability have set up educational groups in pre-school establishments, integrated education classes for disabled (having special needs) for children, day activity, employment, social service centres, homes for independent life, vocational training, re-qualification and employment are supported.

Figure 2.1. Finance of rehabilitation and integration programs for disabled people (mill. LTL)

% 45 40 35 30 25 20 15 10 5 0 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

8 Figure 2.2. Finance of rehabilitation and integration programs for disabled people by purpose in 1993-2002

Sport organizations Other programs of disabled people Programs for 6% Programs for 2% people with physical people with hearing disorders disorders 44% 13%

Programs for people with seeing Programs for disorders people with mental 23% disorders 12%

The Council of Disability Affairs in 2001 received from the state budget LTL 20.1 million for the implementation of medical and professional rehabilitation and social integration programmes. These funds broke down in the following order: for employment (LTL 7.0 million), formation of independent life skills (LTL 4.2 million), education of persons with disability (LTL 2.7 million), medical rehabilitation (LTL 2.2 million), adaptation of environment (LTL 1.8 million), access to communication and information (LTL 1.8 million), formation and implementation of social integration policy of disabled (LTL 0.3 million).

3. Institutional care of children with disabilities

Care homes for disabled children. With no possibility to take care of disabled persons at home, they are settled in care homes. Recently social services were decentralised. However, like a decade ago, the state remains the basic organiser and supplier of in-patient services rendered to disabled children, while municipalities and non-governmental organisations provide outpatient services to disabled children. The network of care homes for disabled has undergone almost no changes. As of end 2001 there were 6 care homes (boarding-homes) for children with disability. Boarding-homes are care homes for disabled children and young persons aged 4-21 years, who need special education and who cannot live at home due to various reasons. In 2001 such homes hosted 893 disabled children, of which 554 orphans and waif children (62%). Special boarding schools and specialised education centres (65) counted 4.1 thousand disabled, of which 790 were orphans and waif children. In addition to that at the end of 2001 child care homes together with waif children hosted 286 children with easier level of disability (8% of inmates in these institutions). The number of disabled children has remained almost unchanged for many years. Every third disabled child residing in care homes is under intense nursing. Children with higher level of disability are educated in classes organised in care homes, while children with easier level of disability are integrated into secondary schools.

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Table 3.1. Care homes (boarding-homes) for disabled children (as of December 31)

1995 1996 1997 1998 1999 2000 2001 Care homes for disabled children 5 6 6 6 6 6 6 Children in them 822 865 840 884 886 894 893

About 50-60 children with disability come to care homes. The major share (73% in 2001) arrives from their homes. Similar amount leaves the boarding-homes. In 2001, 29% of children, departing from boarding-homes, returned to their parents, while 41% left to study or work. Pre-school age children in care homes for disabled children make up about 3% of inmates, those aged 7-10 years accounted for 15%, 11-15 years made up one-third of inmates in care homes. As boarding-homes can host persons under 21 year of age, persons aged 18 make up one-third of inmates. More boys than girls reside in care homes.

Table 3.2. Children at care homes (boarding-homes) for disabled children by age (as of December 31)

1995 1 2000 2001 boys girls boys girls boys girls Total number of children 460 362 478 416 498 395 of which: under 7 5 8 30 20 19 9 7-10 80 43 55 53 78 57 11-15 174 133 132 106 155 127 16-17 92 82 69 55 18+ 201 178 169 155 177 147 1 Under 6 years, 6-10 years and 16+

Children in boarding-homes are completely maintained by the state. In 2001 average monthly current expenditure per child made up LTL 1.8 thousand (2.0 thousand in 2000). The key source of funds to maintain disabled children in boarding-homes is the state budget.

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4. Children with disability in families and communities

Services and benefits for families

Laws regulating social integration of disabled as well as other legal acts provided favourable conditions for public organisations of disabled to participate in creation of open and democratic society. Currently there operate about 30 public organisations uniting persons with disability. They count over 90 thousand members in Lithuania. When forming and implementing the social integration policy of disabled people, opinion of organisations of disabled persons is taken into consideration, as they know their needs and status in the community best of all. Major public organisations uniting disabled persons have their representatives in the Council of Disability Affairs of Lithuania, which provides advice to the Government and aids in formation of social policy meeting the needs of disabled people. Based on recommendations passed by the European Council referring to the EU strategy on disabled people, Lithuania in 2002 established a Forum of Disabled, which represents organisations of disabled people on an international level. Envisaging the goal that bigger number of disabled children could stay with their parents at home, against being accommodated in care institutions, much attention is paid to community social services. Non governmental organisations are very active in establishing the network of such services working jointly with local municipalities. Due to social services disabled children are provided with better possibilities to get integrated into the society and improve. Simultaneously the possibility appears for parents to work. According to the data provided by the Ministry of Social Security and Labour, 7.9 thousand persons (children and adult) with complete disability were taken care of their relatives at home in 2001. These persons are ensured from the state funds entitling them to the base pension. Children with complete disability are paid additional benefit equal to base pension. All disabled children as well as the parents or guardians, taking care of them, are paid benefit pensions. Persons who took care of their disabled children or foster-children for no less than 10 years, are entitled to compensation of 150% of the state social insurance base pension. In addition to cash social support, disabled children are supplied with free compensated medicine and all price of medical rehabilitation and sanatorium treatment as well as orthopaedic equipment is compensated. Disabled children also are entitled to the right of monthly transportation compensation and to purchase a preferential ticket for public local and distant travel transport as well as to other allowances, more precisely described in table 4.1.

Table 4.1. Basic benefits for disabled children

No. Type of benefit Description of benefits 1. Pensions, benefits Social pension is paid to disabled children as well as well as to parents, guardians and foster-parents taking care of disabled child at home regardless of their age or working capacity. Children with complete disability are paid additional benefit equal to base pension.

11 No. Type of benefit Description of benefits A person, taking care of complete disabled or guardian taking care of legally incapable with complete disability, is ensured by the state social insurance authorising payments of base pension, except cases when s/he is already beneficiary to the state social insurance, state or social pension. Persons, who for no less that 10 years took care of their children or foster-children of 1st and 2nd disability group from childhood or registered as 1st or 2nd group disabled until they are 18 years of age, are entitled to 150% compensation of the state social insurance base pension. 2. Medicine All base price for compensated medicine for out-patient treatment is compensated. 3. Medical treatment All base price for compensated medical or sanatorium treatment is compensated. 4. Special equipment Supplied and repaired free of charge 5. Orthopaedic equipment All base price for orthopaedic equipment is compensated 6. Compensation of Each month a person is eligible to 0.25 MLS (Minimum Living transportation expenses Standard) to compensate transportation expenses 7. Transportation Eligibility to obtain a single ticket for distant travels by busses, allowances trains as well as a monthly ticket for local buses and trolley- buses, regular ships and ferries with 80% discount for a disabled and one accompanying person. 8. Living space Credit on soft terms can be granted without interest or without interest and no repayment of 20% of the received credit amount. 9. Work Free consultations. 30 calendar days of free vacations for a person taking care of a disabled child. The non-taxable earnings amount in the main job place is reduced by LTL 12 for parents, taking care of disabled children. Females with a disabled child cannot be made work overtime or sent on business trip unless they agree themselves. Unemployment benefit is paid to unemployed guardians of legally incapable disabled persons, 1st and 2nd group disabled (family members or close relatives). 10. Training and education According to the order fixed by the Ministry of Education and Science, disabled children are supplied with special training and education measures and place of education is adjusted for their needs. Children are trained or educated with respect to their skills, inclinations, physical and psychical status in schools of general education, in educational institution of the residential area, at home or special institution. Educational or training institutions cannot reject a disabled child because of its disability.

12 Education services

General overview

Special education over the last decade has been an inseparable part of the education general strategy. In December 1993 Lithuania ratified general rules of the UN Equal opportunities for disabled and is currently envisaging higher level of integration of disabled young persons into schools of general and vocational education, taking into consideration their abilities, expanding the right to choose and wider integration into the labour market. Following that, the Ministry of Culture and Education passed a decree on provision of special pedagogical support for children with special needs in general schools. This decree marked the necessity of modification and adjustment of educational programmes through applying forms of entire or partial integration of pupils as well as establishment of special education commissions in schools. Already the Law on Education passed in 1991 defined the right for children with special needs to be educated in educational establishment which are closest to their place of residence. This formed conditions for social integration of children with special needs into schools of general education. Amendments to the law enforced in 1998 provided precise definition of the role of pedagogical psychological services in assessing special educational needs of children, the right of parents and children to select the educational institution or form of education. In addition to that, the amendments emphasised that even persons with extreme degree of special needs have the right to be educated, i.e. persons prior to 1991 considered as “uneducatable”. The Law on Special education passed in 1998 establishes organisation of education for persons with special needs starting from early to higher education. The law guarantees provides education for children with special needs in state schools, municipal and private schools of general educational as well as in special education establishments, care homes and specialised adult centres. Persons not able to attend educational establishments are trained at home. Certain by-laws followed later, one of them on the order of enrolment of persons with special needs into institutions of special education, which provides that persons under 21 year of age with special needs and listed disorders are admitted to special educational establishments and special groups or classes of general schools.

Assessment of special needs of children and appointment of special training

Pedagogical psychological services, the pedagogical psychological centre and its establishments operate in Lithuania. They render pedagogical psychological and consultative support for pupils with special needs and carry out assessment of person’s special education needs. The team of early rehabilitation (correction) service specialists assesses special education needs for children until they turn 3 years of age. The assessment of special training needs for persons aged 3 to 21 years is carried out by: • a Commission for special education of an educational establishment. It includes a group of specialists, which upon the agreement of parents (guardians) conduct primary assessment of special educational needs, organisation of tuition and methods of education or adjustment. For pupils with special needs, successful tuition of which request modifications in the

13 education programmes, special education is assigned by the commission of special education of the educational establishment, which includes a special pedagogue and/or logopaedist, approved by the head of school upon written agreement with the pedagogical psychological services responsible for the area; • a pedagogical psychological service, which carries out comprehensive assessment of special educational needs in terms of pedagogical, psychological, medical and social approaches. The assessment results are discussed with parents (guardians) and actual teacher and only the decision about special educational needs follows; • a pedagogical psychological centre to the Ministry of Education and Science.

Special tuition is assigned to children with minor, medium and maximum specialised training needs and can be assigned continuously or temporarily. Temporary special education is provided in case the certificate issued by the pedagogical psychological service on assessment of special educational needs has indicated duration. It the certificate has no indication of repeated assessment of special educational needs, a continuous special education is assigned.

Educating of children with special needs in pre-school establishments

Children with special needs aged 3 to 7 years are taught in pre-school establishments in general or special groups as well as in special pre-school education establishments. In 2001 in Lithuania operated 104 special pre-school educational establishments, among which institutions with special purpose groups, attended by 5020 children with disability (see attachments No. 1 and No. 2). The bulk of special purpose pre-school educational establishments (27.9%) are meant for children with pronunciation disorders (although normal hearing). Such institutions were attended by 2459 (49%) children. Another frequent disorder is eyesight problems. 795 children attending special pre-school educational establishment had eyesight problems, 420 children faced dysfunctional muscular and motion systems disorders, 314 children were mentally impaired. The least number of children (98) had hearing problems.

Figure 4.1. Children enrolled in special pre-school establishments (end of 2001, in per cent)

Those who need speech therapy 49% Those with dysfunctional muscular and motion systems 9% Deaf or those with disabled Other cases hearing 8% 2% Weak eyesight Miscellaneous Mentally impaired children cases 6% 16% 10%

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General teaching of children with special needs

General education of children with special needs starts at the age of 6-7. They are taught in all types of general schools either in general or special classes, in special schools or other special educational establishments as well as in relevant stages of vocational training schools. Those, having no possibilities to attend special schools or other special education institutions regularly, are entitled to the right of free boarding in school hostels. Pupils with special needs, not capable of attending educational establishments are taught at home. Disabled children are specially taught according to all programmes of compulsory and secondary education with modifications and adjustments made or resorting to special programmes. Special education programmes can be implemented through longer duration than initially foreseen. A pupil, taught with breaks, can be trained in certain modules. Children educated in special (boarding) schools are with difficult physical disorders and extremely high mental disorders and not capable of being taught in general schools. Such schools provide adequate conditions for psychical and physical corrections, compensations, development of personality, their readiness for future activity, professional adjustment and integration into the society. The special general school is only resorted to in cases when corrective aid rendered by school psychologists, actual teacher and special pedagogues fails in producing expected results. During the academic year of 2001-2002 in Lithuania operated day schools of general education counted 586.3 thousand pupils, of which 56.6 thousand with various levels of special needs. This accounted for 9.7% of total number of pupils (in 2000-2001 it made up 9%, in 1999-2000 it accounted for 8.5%). At the outset of the academic year 2001-2002 operated 65 special boarding-schools and education centres for children with mental disorders and physical disability, of which 8% in rural areas. As compared with the academic year of 1990-1991, the number of pupils in such schools contracted from 10 thousand to 6.2 thousand (in rural areas from 1.3 thousand to 0.5 thousand). This is due to the fact that upon approval of the Law on Education, selection of pupils with special needs or mental disorders to special schools became more rigid in order to have more pupils integrated into general schools, i.e. not excluding them from the society.

Table 4.2. Number of special schools, special education centres and children in them (beginning of the academic year)

1990 – 1995 – 1996 – 1997 – 1998 – 1999 – 2000 – 2001 – 1991 1996 1997 1998 1999 2000 2001 2002 Number of schools 56 51 53 56 55 55 63 65 Number of children 9987 6027 6030 6238 5911 6216 6330 6176

The major part of special schools (39 schools and 10 education centres) are meant for children with mental disorders with 4.6 thousand inmates in them (74.2% of total number of specialised schools’ inmates). The bulk of special schools are boarding schools with about 66% of their inmates learning and living in them, among which almost 800

15 orphans and waif children. About 1% of special schools’ inmates learns at home, basically they are children with mental disorders and physical or motion disabilities.

Children with hearing problems accounted for 8.5% of inmates in special schools, those with motion system disorders made up 7.1%, with eyesight 5.5% and with speech problems 4.7%.

Table 4.3. Children in special schools, by disability (beginning of the academic year)

1990 – 1995 – 1999 – 2000 – 2001 – 1991 1996 2000 2001 2002 Total number of children 9987 6027 6216 6330 6176 of which with disability Mentally impaired 8573 4790 4677 4801 4582 Weak eyesight students 338 267 341 340 338 Deaf or those with disabled hearing 412 378 499 508 527 Those who need speech therapy 279 281 289 282 290 Those with dysfunctional muscular 385 311 410 399 439 and motion systems

Children with particularly complex development disorders and significant educational needs (those until 1990 considered as “uneducatable”) most frequently live with parents and attend education centres or classes in special general schools.

Integration of children with special needs into schools of general education

Children, assigned special training, are entitled to the right upon agreement of parents (or guardians) and following recommendations issued by psychological services, of selecting the tuition form, i.e. entire integration, partial integration, training in special educational establishment or education at home. Recently one of the principles - integration - provided by the Law on Special education has emerged, i.e. training of persons with special needs together with other community members as well as equal participation in its life. More and more schools of general education undertake the responsibility to integrate children with major and maximum training needs. During the 2001-2002 academic year in general schools operated 117 special, catch-up and education classes meant for children in need of partial integration form. They counted 926 pupils, of which 386 (41.7%) children were with mental disorders.

16 Table 4.4. Number of children attending special and catch-up classes in general schools (beginning of the academic year)

1990 – 1995 – 1996 – 1997 – 1998 – 1999 – 2000 – 2001 – 1991 1996 1997 1998 1999 2000 2001 2002 Number of children 1099 1211 1210 1040 1006 1126 951 926

The form of complete integration in general classes of general schools during the academic year of 2001-2002 was resorted to by 49 thousand pupils with special needs. As compared with 1995-1996, the number of pupils with special needs in such classes grew as much as 2.5 times. The major share of integrated pupils with special needs (59%) were with speech and communications disorders, 21% of which with specific cognition disorders and 14% with limited or mental disorders.

Table 4.5. Children with special needs integrated into general schools (beginning of the academic year)

1995– 1996– 1997– 1998– 1999– 2000– 2001– 1996 1997 1998 1999 2000 2001 2002 Total number of children 19643 24077 27456 33085 37585 45539 49133 of which with disability Mentally impaired 1085 1770 3153 4186 5241 6223 6812 Weak eyesight children 4173 3959 2866 2764 2383 2386 1670 Deaf or those with disabled 273 338 378 425 503 489 437 hearing Those who need speech and 11819 14719 16787 19782 21860 26675 28972 communication therapy Those with dysfunctional 521 574 713 975 776 939 1020 muscular and motion systems Those who have recognition 1772 2717 3559 4953 6822 8827 10222 disorders

Vocational training of children with special needs

Absolute majority of disabled pupils, having completed the basic education programme, are keen to obtain occupation and basic source of livelihood, i.e. work. However, further education of children with special needs and limited possibilities to obtain professions remain acute. More rapid integration into the labour market is supported by guarantees of additional employment foreseen in laws on Unemployment support and Social integration of disabled as well as by job quotas for disabled persons. Not every vocational school is ready to train disabled pupils. Lithuania has registered over 18 basic vocational training programmes for persons with special needs while in professional colleges exists one education programme for blind persons and those with weak eyesight.

Pedagogues

17 To develop training of disabled children, the shortage of well-prepared pedagogues able to render special assistance to children is visible. Over 2001-2002 in special schools 2 thousand pedagogues worked with disabled children, of which 81% with higher education; however, just 47% of them had higher special pedagogical education (see attachment No. 5). Since 2001 jobs of social pedagogues in addition to special pedagogues, logopaedists, psychologists and health care specialists have been established (see attachment No. 6) in general schools. Pedagogues in general schools lack knowledge and skills, necessary for educating of children with special needs who learn in the same class with their teenagers as well as insufficient assistance from outside is observed. It is obvious that more qualification raising programmes linked with special education should be developed. Special pedagogues, social pedagogues and applied physical training teachers are educated in Lithuania to work with disabled and other persons with special needs in schools of general education and special education establishments.

Problems encountered and possible solutions

The purpose of special tuition is to aid children with special needs in education and learning, in acquisition of education and qualification according to capacities and to overcome social exclusion. However, general schools are not adequately ready to accept disabled children, to form favourable conditions for them to adapt and learn. There is a shortage of skilled specialists (social pedagogues, special pedagogues and psychologists). Equipment and premises in general schools are not adjusted to children with motion disabilities. Schools have no funds for special compensation and training means. The network of pedagogical psychological services is not widely spread; methodologies used are not standardised and adapted to Lithuania’s conditions; procedures for assessment of medical and psychological special needs are not harmonised. Shortage of financial resources hinders implementation of ideas and approaches declared in laws. Lithuania on observer’s terms is accepted to the European Agency of Special Training Development and takes an active part in various projects envisaging improvement and advancement of special education. The year 1996 witnessed the outset of Nordic and Baltic projects “The development of content and professional culture of pedagogues”. The key objectives of the project are to enhance changes in schools, to raise competence of teachers in working with children possessing various capacities and inclinations as well as to create methodology for development and implementation of individual and integrated programmes. The Nordic and Baltic project “School for everyone” was launched in 2000 and is carried out with the Swedish national agency of special education (SIH) and Danish Education and culture department of the Viborg county. The aim of this project is to create an efficient model for educating of children with special needs, to provide children with the possibility of self-training irrespective of their physical, intellectual, emotional, linguistic, social and other condition or status. Draft by-laws on implementation of the Law on Special education have already been worked out: “The order for provision of services of pedagogues’ assistant, reader, attendant, interpreter from the language of gestures to persons with special needs in educational establishments”, “The order for rendering compensation equipment to persons with special needs in educational establishments and home”, etc. One should wait and hope the Government foresees the State budget funds to implement the said documents.

18 Annexes

No. 1. SPECIAL PRE-SCHOOLS ESTABLISHMENTS, BY TYPE OF DISABILITY (end of year; including other pre-school establishments with special groups incorporated)

1995 1996 1997 1998 1999 2000 2001 Total number of institution 102 100 114 112 80 102 104 of which meant for those with Mentally impaired 9 8 9 9 8 6 6 Weak eyesight impaired 12 14 12 11 5 5 8 Deaf or those with disabled 4 5 5 7 9 12 15 hearing Those who need speech therapy 35 31 38 41 12 25 29 (when hearing is normal) Those with dysfunctional 6 7 7 6 8 6 7 muscular and motion systems Other cases 5 6 14 2 18 20 12 Miscellaneous cases 31 29 29 36 20 28 27

No. 2. NUMBER OF CHILDREN IN SPECIAL PRE-SCHOOLS ESTABLISHMENTS, BY TYPE OF DISABILITY (end of year; including other pre-school establishments with special groups incorporated)

1995 1996 1997 1998 1999 2000 2001 Total number of institution 5559 6069 6021 5606 5661 5258 5020 of which meant for those with Mentally impaired 356 364 284 284 364 398 314 Weak eyesight impaired 873 971 1059 898 1125 808 795 Deaf or those with disabled 73 62 75 79 114 108 98 hearing Those who need speech therapy 2030 2245 2125 2051 2596 2581 2459 (when hearing is normal) Those with dysfunctional 342 364 451 402 517 442 420 muscular and motion systems Other cases 262 303 479 313 318 338 406 Miscellaneous cases 1623 1760 1548 1579 627 583 528

19 No. 3. CONTINGENT OF GENERAL SPECIAL SCHOOLS AND SPECIAL EDUCATION CENTRES, BY CLASS 1 (beginning of the academic year)

1995 – 1996 – 1997 – 1998 – 1999 – 2000 – 2001 – 1996 1997 1998 1999 2000 2001 2002 Total number of children 7238 7240 7278 6917 7342 7281 7102 of which in 1 – 4 classes 3184 3272 3233 2926 2830 2623 2597 5 classes 681 812 847 835 825 754 643 6 classes 681 674 806 813 836 809 727 7 classes 695 684 707 776 821 823 773 8 classes 770 667 661 628 735 795 747 9 classes 883 699 638 599 619 681 706 10 classes 82 87 80 67 383 492 608 11 classes 63 64 69 53 65 45 78 12 (13) classes 52 67 60 46 84 90 69 Vocational training 147 214 177 174 144 169 154 groups 1 Number of children also includes those attending special and catch-up classes in general schools.

No. 4. CONTINGENT OF CHILDREN WITH SPECIAL NEEDS INTEGRATED INTO GENERAL SCHOOLS, BY CLASS (beginning of the academic year)

1995 – 1996 – 1997 – 1998 – 1999 – 2000 – 2001 – 1996 1997 1998 1999 2000 2001 2002 Total number of children 19643 24077 27456 33085 37585 45539 49133 of which in 1 – 4 classes 13824 17129 19644 22361 24404 28600 30230 5 classes 1506 1976 2390 3236 3519 4101 4467 6 classes 1046 1343 1799 2470 3000 3749 3919 7 classes 820 959 1331 1951 2461 3289 3410 8 classes 667 816 839 1378 1919 2453 3043 9 classes 612 650 623 828 1233 1747 2145 10 classes 411 460 298 305 568 1054 1379 11 classes 384 378 287 305 265 295 313 12 classes 373 366 245 251 216 251 227

20 No. 5. NUMBER OF PEDAGOGUES IN SPECIAL GENERAL SCHOOLS (beginning of the academic year)

1997 – 1998 – 1999 – 2000 – 2001 – 1998 1999 2000 2001 2002 Total number of pedagogues, thous. 2068 2087 2103 2231 2035 who have completed universities 1689 1678 1702 1793 1652 of which acquired special pedagogical qualification 743 754 758 812 775 professional college 295 340 322 349 315 secondary 84 69 79 89 68 Total number of pedagogues, in per 100 100 100 100 100 cent who have completed universities 81.7 80.4 80.9 80.4 81.2 of which acquired special pedagogical qualification 44.0 44.9 44.5 45.3 46.9 professional college 14.3 16.3 15.3 15.6 15.5 secondary 4.0 3.3 3.8 4.0 3.3

No. 6. NUMBER OF SPECIAL STAFF WORKING WITH DISABLED CHILDREN IN GENERAL SCHOOLS (beginning of the academic year)

1996 – 1997 – 1998 – 1999 – 2000 – 2001 – 1997 1998 1999 2000 2001 2002 Total 1009 1114 1148 1220 1378 1595 Medical health workers 276 328 310 321 277 237 Psychologists 190 196 197 205 232 236 Logopedists 421 461 467 488 520 563 Special pedagogic 122 129 174 206 200 246 Social pedagogic – – – – – 282 Social workers – – – – 149 31

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