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Alvyra Galkiene is a Professor of Social Sciences (educational sciences) at Vytautas Magnus University, head of the Transformative Educational Research cluster, and a chief researcher. She is recognized as an inclusive education researcher and one of the pioneers of its practical application in Lithuania. Her field of scientific interests covers the topics of inclusive pedagogy, Universal Design for Learning, success in education for every child, and full participation in education of persons with special educational needs.
Prof. Alvyra Galkiene has published a scientific monograph "Specific Features of Pedagogical Interaction in Conditions of Integrated Education", which looks into the organizational model of inclusive education in Lithuania. Later, alongside with an international group of researchers, she edited and published a scientific monograph "Inclusion in Socio-educational Frames : Inclusive School Cases in four European Countries" that reveals factors promoting inclusive education in different cultural contexts. She has published over 30 scientific articles in Lithuania and abroad, designed textbooks for higher education institutions, as well as, together with co-authors, methodical material for pedagogues. The professor has been the manager of several national and international projects, and participated in the implementation of other projects aimed at spreading inclusive education strategy in Lithuania and Europe.
Alvyra Galkiene graduated from Šiauliai University and acquired the professions of special needs pedagogue and speech therapist, followed by a specialization in tiflopedagogy (education of blind and visually-impaired children). She began her professional career in the Lithuanian Training Centre for the Blind and Visually-Impaired as a pedagogue and speech-therapist. When Lithuania restored its independence, she actively joined into the activities of change in the Lithuanian education system. In 1993, together with a group of proactive pedagogues and parents, they founded Lithuania’s first school where children with various disabilities were taught together with the rest of the pupils in general classrooms. While running the school and studying in PhD studies, she developed the Lithuanian model of inclusive education, assessed its efficiency together with other teachers, and spread it to other schools in Lithuania. As of 2001, upon defending her doctoral thesis, she combined her work at the school and at Vilnius Pedagogical University (as was its name then), sharing inclusive education ideas and methods of its practical implementation with the students, future pedagogues. As of 2012, she continues her activity at the Lithuanian University of Educational Sciences, and as of 2018 at Vytautas Magnus University, fully focusing on the development of inclusive education via various scientific research that serve as foundation for educational models, which support the success and welfare of every child, the training of future pedagogues, and further development of competence of currently working teachers.
Prof. Dr. Alvyra Galkiene is a member of the management board of the Lithuanian Educational Research Association (LERA), a member of the European Educational Research Association (EERA), a member of UNITWIN/UNESCO Network on Teacher Education for Social Justice and Diversity in Education and its autorized person in Lithuania, and a member of editorial boards of three scientific periodicals in Lithuania and abroad.
Research Interests
Papers共 20 篇Author StatisticsCo-AuthorSimilar Experts
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EDULEARN proceedings (2023)
Sabiedrība, integrācija, izglītība (2022): 394-403
Pedagogikano. 1 (2022): 62-80
Pedagogikano. 2 (2022): 5-38
INTED2022 ProceedingsINTED Proceedings (2022)
Inclusive learning and educational equity (2021)
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Inclusive Learning and Educational EquityImproving Inclusive Education through Universal Design for Learningpp.145-186, (2021)
Inclusive Learning and Educational EquityImproving Inclusive Education through Universal Design for Learningpp.1-21, (2021)
Inclusive Learning and Educational EquityImproving Inclusive Education through Universal Design for Learningpp.59-69, (2021)
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