2015 © Straipsnio autoriai. Leidėjas VGTU leidykla "Technika". Šis straipsnis yra atvirosios prieigos straipsnis, turintis Kūrybinių bendrijų (Creative Commons) licenciją (CC BY-NC 4.0), kuri leidžia neribotą straipsnio ar jo dalių panaudą su privaloma sąlyga nurodyti autorių ir pirminį šaltinį. Straipsnis ar jo dalys negali būti naudojami komerciniams tikslams.73 Santalka: Filologija, Edukologija / CoaCtivity: Philology, Educology 2015, 23(1): 73-80

The authors of the article make attempts to present a trend of inclusive education, which has been visible in the national special education, as a value. The main normative documents that have presupposed the genesis and expression of the model of inclusive education in the context of a value-based aspect are introduced. The results of longitudinal studies, which prove that attempts to create a school that ensures equal access to education for everybody (school students with special educational needs as well as their healthy peers) have been only partially successful in Lithuania so far. A number of disabled children, adolescents and young people have still been learning in the settings that are isolated from their peers. Therefore, challenges in inclusive education are likely to arise.

The article attempts to reveal the correlation of values, attitudes and their place in the system of individual ant societal value development with maturity, culture, ideology and social domain (especially education) change areas and tendencies of the society which the person belongs to. The main thesis of the article – changing of values and their place in the conglomeration of societal values – presupposed the changing of educational domain and its tendencies, one of which is inclusive education. The minor thesis follows from the major one – persons, affected by disability (children, teenagers and youth), and their relatives still face difficulties in pursuing education: equal opportunities and dignity as values in individual cases are still to be achieved. After analysing the aspects of changes in special education, it becomes clear that the legal basis for regulation, established in the country, only in theory warrants equal opportunities for everyone pursuing education. Data from long-term studies show that disabled people often encounter difficulties in educational reality. Values, interpreted from the perspective of Kant’s deontological ethics and categorical imperative and declared in normative documents regulating the educational system, in reality have not reach the rank of basic values: in the process of education disabled people are nevertheless occasionally ignored and discriminated.

The article attempts to present -on the basis of relevant literature -the explicit strategies of adaptation to social change, on the example of the Polish society/nation. The hereby reflections are of theoretical character. They refer to the consequences of social changes taking place in Poland as well as the youth adaptation processes in the context of changing reality. The youth is presented in the context of their life orientations, existential anxiety, réévaluations and attitudes displayed with reference to the adaptation strategies described in the literature on the subject. The identification of the determinants for the conditions which promote the social manifestation of either active or passive attitudes is an attempt to stress the informative role of education in initiating both realistic and creative forms of adaptive behavior that should result in the individual's need to challenge the reality. What is most important, however, is that adaptation to social change becomes [by itself] a stimulant for the development of a young human being.

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