<p>The article reveals the experiences of pupils with severe special educational needs (SEN) at special education institutions, which are analyzed in the context of inclusive education approach and research conducted in foreign countries data. The study follows qualitative research methodology. The data collected employing the semi-structured pupils’ individual interview method are presented. The study highlights pupils’ opinions on the opportunities and limitations of education at special and mainstream schools, their attitude to learning and discloses peculiarities of psychosocial environment at special schools.</p><p align="center"> </p><p align="center">Straipsnyje atskleidžiamos mokinių, turinčių didelių specialiųjų ugdymosi poreikių (SUP), mokymosi specialiojo ugdymo įstaigose patirtys, kurios analizuojamos inkliuzinio ugdymo nuostatų bei užsienio šalyse atliktų tyrimų kontekste. Tyrime laikomasi kokybinio tyrimo metodologinių nuostatų. Pristatomi pusiau-struktūruoto mokinių individualaus interviu metodu surinkti duomenys. Tyrime išryškėja mokinių nuomonės apie ugdymosi specialiojo ir bendrojo ugdymosi mokyklose galimybes ir ribotumus, požiūris į mokymąsi, atskleidžiami psichosocialinės aplinkos specialiosiose mokyklose ypatumai.</p>

Given the increasing international calls for more strength-based assessment, there is a need for European schools, mental health programs and family service agencies to identify psychometrically sound instruments in their native languages. The purpose of this study was to examine the convergent and concurrent validity for [?] the Behavioral and Emotional Rating Scale-2 Teacher Rating Scale (BERS-2; Epstein, 2004) as translated into Lithuanian by comparing it with the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) and the Emotional and Behavioral Screener (EBS; Cullinan & Epstein, 2013). The results showed moderate to large correlations across all of the instruments, which would suggest that the Lithuanian version of the BERS-2 Teacher Rating Scale may be an appropriate strength-based assessment for use in Lithuania.

<p><em>The article deals with the problem of children’s and adolescents’ activity in virtual space and parental control with regard to this activity. The question is raised what children and adolescents are most often doing in virtual space, for what goals they are using it; it is analysed whether there are any principal differences between boys’ and girls’ activities in virtual space.  It is also disclosed how parents control children’s and adolescents’ online activities, how children perceive this control and what teachers think about this. The article reveals peculiarities of boys’ and girls’ activity in virtual space, peculiarities of teachers’ and children’s, adolescents’ attitude to parental control with regard to virtual space.</em></p><p> </p>

Internationally there has been increased recognition of the value of strength based assessment in educational and mental health service delivery. While there are a number of informal methods for determining a child’s strengths and assets, there are few standardized strength based assessments available for international use. In this study the teacher version of the Behavioral and Emotional Rating Scale-Second Edition (BERS-2) was translated into Lithuanian to determine its factor structure for use in Lithuania. The results suggest that the Lithuanian BERS-2 can be a useful strength based assessment for teachers and schools in Lithuania.

<p>The article deals with the research related to the school choice process, conducted by Lithuanian and foreign scholars. Qualitative research results are presented disclosing that the most significant school choice criteria are the reputation and location of the school. The section discussing empirical research results presents the content of these and other criteria, analyses their importance for school choice.</p>