The audit conclusions state that assistance to children is often delayed or does not reach them due to a long needs assessment process, parental resistance, and the needs of gifted and talented children often remain unrecognized.
“The physical presence of a child in a general classroom is not inclusion by itself. Today, the numbers on paper show a nice statistic – as many as 94% of children with special needs study together with their peers, but behind these numbers lies another, painful reality. More than half of these children do not receive the help they need, and families are left alone with their challenges,” said State Controller Irena Segalovičienė.
