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O scoală europeană, o şcoală pentru fiecare!

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Special Education Needs Provision within Mainstream Education

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Definition of the target group(s)

The term used in the Romanian legislation and practice with reference to children needing special care is handicap.

On the second place, as frequency and area of use, is the term deficiency.

Both terms are defined within the legal framework and circulate in all relevant areas: child protection, education and health.

The concept child with special (educational) needs is used without a cert legal definition and refers to more limited areas, depending on the case - child protection or education. Recent legislative acts have started to use the concept disability. The new concept is meant to cover for both concepts handicap and deficiency.

Specific support measures

Children with special educational needs constitute one of the target-groups of the strategic priority Ensuring access to and improving quality of education for everyone.

A number of measures were taken in order to support the integration process - including training, teaching aids, and specific legislation. However, following various assessments and studies performed by the Ministry of National Education and other bodies, it is considered that the integration support measures need to be further developed and to address, among other issues, the following: training of the human resources in order to better prepare mainstream schools to integrates pupils with special educational needs.

Training and, in a more general meaning, preparation should be provided for:

According to the provisions of the Education Law, school integration of the children with special educational needs is accomplished through the following forms of education:

A number of measures were taken in order to support the integration process:

To date, in most of the counties exist at least 2 mainstream schools enrolling pupils with special educational needs. Nevertheless, further actions are needed in order to ensure the development of an inclusive educational environment - focusing both on human resources and infrastructure.

Partially or fully integrated special education ensures both the social and school integration of the children with special educational needs, and the development of an inclusive educational environment in mainstream schools. More specifically, the integration process aims to:

Accomplishment of the optimal conditions for the intellectual, physical, behavioral, and attitudinal development of the children with special educational needs in the community through:

specialised psycho-pedagogical assistance in school

specialised assistance in the family

social specialised services provided to the child and the family from the part of the legal authorities.

The general objectives of partially or fully integrated special education are as follows:

The specific teaching objectives depend on the education level and are adapted from the ones established for mainstream education to the actual potential of the children.

The co-operation between special educational institutions and mainstream education institutions became a way for ensuring equal opportunities to disabled children. Subsequently, integrated special educational structures have been established in the form of special classes and integration programmes.

Children with special needs are gradually integrated into mainstream schools, with the assistance of psycho-pedagogic specialists.

Children temporarily attend special classes until they are integrated into a mainstream school. They may also alternatively attend both special and mainstream classes.

Integration programmes are organised in order to support individual integration for 8-12 children into various classes in mainstream schools (for 2 or 3 units located in the same area).

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Special Education Needs Provision within Mainstream Education - Eurydice - European Commission

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The term used in the Romanian legislation and practice with reference to children needing special care is handicap. On the second place, as frequency and area of use, is the term deficiency. Both terms are defined within the legal framework and circulate in all relevant areas: child protection, education and health.

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You don't have to be an existing inclusive education "expert" to take actions to make education more inlcusive.

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Video - Why does an inclusive classroom matter?

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Video - Why does an inclusive classroom matter?

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Video - Raising the achievement of all learners in inclusive education

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Video - Raising the achievement of all learners in inclusive education

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Diversity is a value

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European Agency for Special Needs and Inclusive Education

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Raising the Achievement of All Learners in Inclusive Education – Łajski, Poland

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What comes to your mind when listening the term "diversity"?

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What comes to your mind when listening the term "diversity"?

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challenge
chance/opportinity
respect
sharing
inclusion
sterotypes
learning
tolerance
democracy
prejudice
all students
different backgrounds

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Nationality
Ethnicity
Language
Religion
Age
Gender
Socioeconomic Status
Sexual Orientation
Gender Identity
Disability Status

Note: Sometimes we want to include someone but that person doesn't want to be included.

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Improve
Change
Adapt

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(Pair and group work)
"Individual diferences are not problems, but opportunities for encirching learning." UNESCO, 2005l

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"There is nothing more unequal than the equal treatment of unique people" Aristoteles

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A dynamic approach of responding positively to pupil diversity and of seeing individual diferences not as aproblems, but as opportunities to enrich learning." UNESCO

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1. Process;
2. Presence, participation and achievement of all students;
3. Identification and removal of barriers and provide resources to support learning and participation for all students;
4. Emphasis on those groups of learners who may be at risk of marginalization, exclusion or underachievement.

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Inclusion for whom?

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Relationship between individual factors and social factors

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(Pair work)

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"Inclusion is a single tree from many roots."

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"Inclusion is a single tree from many roots."

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AE Atouguia da Baleia;
AE Alfredo da Silva;

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6 ingredientes for moving practice forward:
. existing practices;
. diferences are opportunities;
. scrutinizing barriers;
. available resources;
. language of practice;
. encouraging risk-taking.
Ainscow, 2000

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What barriers?
What resources?
What is the next step?
What can we improve?

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Esta página, da responsabilidade da Rede de Bibliotecas Escolares, reúne um conjunto de aplicações para dispositivos móveis com potencialidade pedagógica, organizadas por categorias. Escolha a categoria pretendida no menu do lado direito e, para descarregar a app, abra o link correspondente ao seu SO (iOS ou Android).

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Short Film about Playground Inclusion

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CGI 3D Animated Short: "Ian" - by Mundoloco CGI Ian Foundation | TheCGBros