Inclusive Education for the Deaf: From Reality to Aspiration

Abstract

This article analyses trends in Deaf education in Lithuania in relation to inclusive education policy, the provision of linguistic rights, and different types of educational settings. The aim of the study is to determine which educational environments Deaf students in Lithuania are educated in, how they evaluate educational conditions, and what their expectations are regarding these conditions. To achieve this aim, two interrelated methods were employed: secondary data analysis, which enabled the assessment of actual trends in Deaf education, and a quantitative survey revealing the attitudes of different groups of respondents. The findings indicate that Lithuanian Sign Language is a fundamental condition for Deaf students’ inclusion as well as for their social and academic development. It was found that the provision of sign language interpreting services alone is not sufficient to ensure full participation in the educational process, as it does not replace direct communication and may limit active student engagement. Differences between Deaf and hearing participants’ attitudes towards the role of Lithuanian Sign Language also emerged, potentially posing challenges for the implementation of inclusive education. The study highlights the need for systemic changes oriented towards the development of linguistically accessible and culturally inclusive educational environments, ensuring the use of Lithuanian Sign Language throughout the entire school community.