The discussion about inclusion is very relevant for the school community, as it implies the need to analyse the issues of inclusive education and find out what inclusive education methods would be the most effective so that every child, regardless of their physical or psychological condition, has equal opportunities to learn and develop. Although amendments to the Law on Education of the Republic of Lithuania have been adopted, stating that from 2024 all schools and kindergartens should accept children with special educational needs, not all educators are ready to develop their competencies so that they enabled the application of innovative, child-friendly methods that allow the educational process to be adapted to the needs of each child. A multisensory environment stimulates various senses; therefore, it is an effective tool that positively affects children's learning and overall development (Walling, 2014). This paper aims to examine the practices of preschool educators related to the creation and application of multisensory environments, aiming to reach positive inclusion results. The results of the study highlighted that teacher digital and communicative competences are very important for smooth and effective education in multisensory environments.
Čiučiulkienė et al. (Wed,) studied this question.