Barriers And Solutions in Developing Learning-To-Learn Skills of Students with Special Educational Needs

Abstract Book of the 10th International Academic Conference on Teaching, Learning and Education

Year: 2026

[PDF]

Barriers And Solutions in Developing Learning-To-Learn Skills of Students with Special Educational Needs

Deividas Stanionis, Ugnė Slapšytė, Jūratė Požerienė, Oksana Mačėnaitė

ABSTRACT:

The importance of learning-to-learn skills for students with special educational needs (SEN) is undeniable, as this skill is essential for ensuring a fully secure future for these children. It provides opportunities for full inclusion and guarantees personal and social success. In order to ensure maximum participation of SEN students in the learning process, special conditions are required, and the creation of these conditions is the responsibility of the entire academic community. The inclusion of SEN students in the development of learning-to-learn skills must begin at an early age and continue throughout the entire educational process. To create optimal opportunities for the development of learning-to-learn skills in SEN students, an individualized educational process is necessary, along with conditions that allow for personalized activities. An academic community that operates under the principle of “a school for everyone” creates the best educational conditions and opportunities for full inclusion of SEN students. The research question raised in this study is: what impact does individualized, student-centered education have on the development of learning-to-learn skills in students with special educational needs? To answer this question, the aim of the study was formulated: to reveal how individualized, student – centered education influences the opportunities for developing learning-to-learn skills in SEN students. The research data were collected using semi-structured interviews and analyzed through thematic analysis, applying a deductive research strategy. The study involved 10 teachers, 5 student support specialists, and 15 primary school pupils. The study lasted for six months. The participating SEN students were involved in an individualized, student-centered educational process, receiving personalized support from both student support specialists and their teachers.
The findings revealed that the best conditions for developing learning-to-learn skills in students with special educational needs are created when they are educated through individualized, student-centered approaches.

Keywords: SEN, Individualized Education, Personalized Education, Learning-To-Learn Skills