After the restoration of Lithuanian independence, it has become a necessity to learn the Lithuanian language for many citizens of Lithuania, whose native language is not Lithuanian. In the schools of national minority children with special needs also have to learn the state language. As it is observed in practice, not all children with special needs come to school with perfect knowledge of their native language, so we can presume that these children encounter with a lot of difficulties, arising from their surrounding factors, while learning the state language. This work is performed to reveal the peculiarities of teaching and learning the state language to schoolchildren, having special needs, at national minority school. Two groups of respondents took part in this research: Lithuanian language teachers of national minority schools and children with special needs. Analysis of the research has shown that the number of schoolchildren with special needs integrated into national minority schools is increasing. The Lithuanian language teachers of national minority schools do not have enough knowledge about teaching non-native language to schoolchildren with special needs. However, the educators’ attitude towards these schoolchildren is positive. A lack of special language teaching devices, textbooks is felt while educating children with special needs, so the teachers differentiate and constantly prepare individual tasks for these schoolchildren. The state language learning... [to full text]