www.tjprc.org editor@tjprc.org PROSPECTIVE SPECIAL EDUCATORS’ PERCEPTION OF INCLUSIVE EDUCATION BY REFLECTION IN THEIR PRACTICAL STUDIES AT THE UNIVERSITY REMIGIJUS BUBNYS Faculty of Education Sciences and Social Welfare, Siauliai University, Lithuania ABSTRACT The study is based on the results of academic research, and focused on the experience reflections of students involved in Special Education. The students reflected on their experience during practical studies at the University. By applying the method of phenomenological hermeneutics, research data revealed that the experience of students acquired in practical activities while performing observational practice and perceiving the knowledge of the studies field in more detail, formed preconditions for reflective learning in the continuation of their University studies. The analysis of student reflections made it possible to distinguish four key topics that revealed the relationship of the contents of students' experiences with their personal and professional qualities in the context of social activities, and students’ personal identification with their professional activities, and the arrangement of professional activities focusing on a child’s socialization and perceiving his/her “true-life“ as well as manifestation tendencies of one’s needs. KEYWORDS Student, Practical Studies, University, Inclusive education & Reflection Received: Jun 20, 2017; Accepted: Dec 04, 2017; Published: Dec 12, 2017; Paper Id.: IJESRDEC201714 INTRODUCTION Background Discourse of higher education studies requires the students to learn and understand what knowledge they have already gained in their own studies. Modern university studies are geared towards the student who is an active participant of the educational (learning) process, i.e., the student who is searching, experimenting and creating one’s own theories and understanding (Loyens et al., 2007; Wright, 2011; Anyanwu & Iwuamadi 2015 et al.). Learning and teaching are becoming one integral process in which there is always an opportunity for a student, to perceive the process of learning (being taught) and be responsible for it, and this is possible only through reflective practice. One of the most important goals of higher education is the development of every student’s reflection and learning to learn skills, accompanied by constant analysis of one’s own experience. It is essential to create proper conditions for the reflection, and its key elements are such as individual experience, thinking, emotions, actions and values in the social and political context in which the individual resides. In order to stimulate the student to deeply perceive the field of studies and become a professional specializing in one’s own field, it is absolutely necessary to teach him/her to analyse the acquired experience. Scientists (Brockbank & McGill, 2002; Moon, 1999, 2004; Osterman & Kottkamp, 2004; Johns 2004 et al.) emphasize the importance of educating students, who manage to reflect and examine their own practices and evaluate the results they have achieved. Original Article International Journal of Educational Science and Research (IJESR) ISSN (P): 2249-6947; ISSN (E): 2249-8052 Vol. 7, Issue 6, Dec 2017, 111-122 © TJPRC Pvt Ltd.