International Conference on Education and Educational Psychology (ICEEPSY 2010)

Conferina Internaional de Educaie i Psihologie Educaional (ICEEPSY 2010)

Education of Children with Special Needs in

Romania; Attitudes and Experiences
Educaia copiilor cu nevoi speciale din
Romnia; Atitudini i experiene

Alois Ghergut a*

Faculty of Psychology and Education Sciences, University Alexandru Ioan Cuza Ia_i, T.
Cozma Street, no. 3, Iasi, 700554, ROMANIA
Facultatea de Psihologie i tiine ale Educaiei, Universitatea "Alexandru Ioan Cuza" Iai, T.
Cozma, nr. 3, Iasi, 700554, ROMNIA

Abstract

Policy, research and practice in special education and inclusion of children with disabilities
in the mainstream school system and social life are one of the most important priorities in
Romanian educational policies. The basic premise of the integration/inclusion movement is that
principles of anti-discrimination, equity, social justice, and basic human rights make it
imperative that students with disabilities and special needs should enjoy the same access as all
other students to a regular school environment and to a broad, balanced and relevant curriculum.
Politica, de cercetare i practic n domeniul educaiei i includerea copiilor cu dizabiliti
n sistemul colar de mas i viaa social special sunt una dintre cele mai importante prioriti
ale politicilor educaionale din Romnia. Premisa de baz a micrii de integrare / incluziune este
c principiile de anti-discriminare, echitate, justiie social, i drepturilor fundamentale ale
omului face imperios necesar ca elevii cu dizabiliti i cu nevoi speciale ar trebui s se bucure
de acelai acces ca i toate celelalte elevi la un mediu colar obinuit i la un curriculum larg,
echilibrat i relevant.
Another hand, inclusion and integration remain a controversial concept in education and
many discussions about inclusion or integration should address several important questions for
educators and specialists in education. Also, in inclusive school communities, responding to and
supporting learner diversity should be a shared responsibility of teachers, support providers,
families, peers and community members, which necessitates expanding traditional roles.
De alt parte, incluziunea i integrarea n continuare un concept controversat n discuiile
de educaie i multe despre includerea sau de integrare ar trebui s abordeze mai multe intrebari
importante pentru educatori i specialiti n educaie. De asemenea, n comunitile colare
incluzive, care s rspund i de susinere a diversitii elev ar trebui s fie o responsabilitate
comun a cadrelor didactice, furnizori de sprijin, familiile, colegii i membri ai comunitii, ceea
ce face necesar extinderea rolurile tradiionale.
In this paper we have presented attitudes and experiences about special education reforms
strategies in Romanian educational system, in last twenty years. Research methods are based on
documents studies and cases studies about changes in social and educational policies for children
with disabilities and/or special needs who are included in Romanian schools.
n aceast lucrare am prezentat atitudini i experiene despre strategii speciale reformelor
n domeniul educaiei n sistemul educaional romnesc, n ultimii douzeci de ani. Metodele de
cercetare se bazeaz pe documente studii si studii de caz cu privire la modificri ale politicilor
sociale i educaionale pentru copiii cu dizabiliti i / sau nevoi speciale, care sunt incluse n
colile romneti.
Conclusions are that only a small proportion of the children with special needs have the
opportunity to attend a regular community school with their non-disabled peers; most of them
must attend a segregated school.
Concluziile sunt c doar o mic parte a copiilor cu nevoi speciale au posibilitatea de a
participa la o coal comunitate regulat cu colegii lor fr dizabiliti ; cele mai multe dintre ele
trebuie s participe la o coal segregat .
 There is growing evidence that children with disabilities learn better when they are allowed
to go to a public school within their neighborhood. Examples of good practice exist, but the
models need to be strengthened and made more systemic.
Exist tot mai multe dovezi ca copiii cu dizabiliti s nvee mai bine atunci cnd li se
permite s mearg la o coal public n cartierul lor . Exemple de bun practic exist , dar
modelele trebuie s fie consolidate i s devin mai sistemice .
Keywords: special educational needs, inclusion, children with disabilities, early intervention,
educational policies
Cuvinte cheie: nevoi speciale de educaie, incluziune, copii cu handicap, intervenie timpurie,
politici educaionale

1. Introduction
The economic and social transition in Romania, after communist regime, has had mixed
implications for the education of children seen as having special needs. On the one hand, more
open attitudes to new teaching methods and concerns to build a more humane society have led to
moves towards the integration of children with disabilities in mainstreaming schools.
Tranziia economic i social din Romnia, dup regimului comunist, a avut implicaii
mixte pentru educaia copiilor vazut ca avand nevoi speciale. Pe de o parte, atitudinea mai
deschis la noi metode de predare i preocuprile pentru a construi o societate mai uman au dus
la mut spre integrarea copiilor cu dizabiliti n colile de integrare.
On the other hand, a greater emphasis on academic competition and on selectivity into elite
schools, coupled with a tradition of rigid curricula and pedagogy, creates an atmosphere that is
not favorable towards children who experience difficulties of any kind. Clearly this has not
helped the integration of children with disabilities, still less any moves towards a more
inclusive approach. Reduced national incomes have also hindered moves towards integration,
given the set-up costs of training teachers and support staff, and of adapting buildings.
Pe de alt parte, un accent mai mare asupra concurenei academice i selectivitate n coli
de elit, mpreun cu o traditie de curriculum rigid i pedagogie, creeaz o atmosfer care nu este
favorabil fa de copiii care ntmpin dificulti de orice fel. n mod evident acest lucru nu a
ajutat integrarea copiilor cu dizabiliti, cu att mai puin orice micri ctre o abordare mai
"incluzive". Veniturile naionale reduse au mpiedicat, de asemenea, se deplaseaz ctre
integrare, avnd n vedere set-up costurile de formarea cadrelor didactice i a personalului de
sprijin, i de cldiri de adaptare.
And where children have remained firmly in separate special schools, economic downturn
has threatened the quality of teaching and care provided. Romania takes account about
international bodies recommendations and created the legislation on the education of persons
with special educational needs, in according whit international documents which was joined:
United Nations Convention on the Rights of the Child (1990), The Jomtien Statement on
Education for All (1990), The Standard Rules on Equalisation of Opportunities for People with
Disabilities (1993) and The Salamanca Statement (1994).
i n cazul n care copiii au rmas ferm n coli speciale separate ncetinirea creterii
economice a ameninat calitatea predrii i serviciile medicale furnizate. Romnia ia n
considerare cu privire la organismele internaionale i recomandrile creat legislaiei privind
educaia a persoanelor cu nevoi educaionale speciale, n conformitate documentele
internaionale Rusaliilor care s-au alturat: Convenia Naiunilor Unite cu privire la Drepturile
Copilului (1990), Declaraia Jomtien pe Educaie pentru Toi (1990), Regulile Standard privind
Egalizarea anselor pentru Persoanele cu Handicap (1993) i Declaraia Salamanca (1994).
Education of children and adolescents with special educational needs enrolled in the pre-
primary, primary, lower secondary, upper secondary or high school is organized under Article 58
of the Romanian Constitution, Chapters VI and VII of the Education Law (no. 84/1995) and the
Law No 128/1997 on Teaching Staff. Also, the rules of organization and operation of
undergraduate education units (Ministerial Order no. 4747/2001) in Chapter VIII of special
education refers to the issue of integration of children/students with mild mental disabilities in
the public school (Vrasmas & Daunt, 1997).
Educaia copiilor i adolescenilor cu nevoi educaionale speciale nscrii n pre - primar ,
primar , secundar inferior coal , secundar superior sau de mare este organizat n conformitate
cu articolul 58 din Constituia romn , capitolele VI i VII din Legea nvmntului ( nr .
84/1995 ) i Legea nr 128/1997 privind Personalului Didactic . De asemenea , normele de
organizare i funcionare a unitilor de nvmnt universitare ( Ordinul Ministerial nr .
4747/2001 ) , n capitolul VIII din nvmntul special se refer la problema de integrare a
copiilor / elevilor cu dizabiliti mintale uoare n coala public ( Vrma & descuraja , 1997 ) .
2. Developing of inclusion on Romanian educational system
2. Dezvoltarea de includere cu privire la sistemul de nvmnt romnesc

For a better understanding of the evolution in Romanian special education practices, we

need to do a brief presentation of principal moments and events which have marked reform
process in the last 20 years:
Pentru o mai bun nelegere a evoluiei n practicile educaionale speciale din Romnia,
trebuie s facem o scurt prezentare a principalelor momente i evenimente care au marcat
procesul de reform n ultimii 20 de ani:
- Since 1993 the Ministry of Education in Romania, with support from UNICEF, has carried out
a series of initiatives in order to explore ways of encouraging the development of more inclusive
practices; these have included a project based on the UNESCO teacher education resource pack
Special Needs in the Classroom.
- Din 1993 Ministerul Educaiei din Romnia, cu sprijinul UNICEF, a efectuat o serie de
iniiative n scopul de a explora modalitile de ncurajare a dezvoltrii unor practici mai
incluzive; Acestea au inclus un proiect bazat pe formarea cadrelor didactice UNESCO pachetul
de resurse "nevoi speciale n clas".
These materials, which have been distributed in over 50 countries, are intended to prepare
and support teachers in regular schools to facilitate the participation and learning of children who
might otherwise be excluded, particularly those with disabilities. The Romanian initiative has
included a programme of awareness-raising involving teachers, inspectors and teacher trainers
from around the country.
Aceste materiale, care au fost distribuite n peste 50 de ri, sunt menite s pregteasc i
cadre didactice de sprijin din colile obinuite pentru a facilita participarea i nvarea copiilor
care ar putea fi altfel excluse, n special cele cu handicap. Iniiativa romneasc a inclus un
program de sensibilizare care implic profesori, inspectori i formatori de cadre didactice din
ntreaga ar.
 More recently, intensive action research has been undertaken in a small number of schools.
This has demonstrated the relevance of the overall approach and, at the same time, drawn
attention to how it can be used in the context of Romanian schools (Ainscow, 1997).
Mai recent, de cercetare aciune intensiv a fost realizat ntr-un numr mic de coli. Acest
lucru a demonstrat relevana abordarea general i, n acelai timp, atras atenia la modul n care
poate fi utilizat n contextul colilor romneti (Ainscow, 1997).
.In addition, these experiences are leading to the development of further training materials
arising from local efforts and the identification of personnel who will be available to lead
dissemination efforts.
n plus, aceste experiene conduc la dezvoltarea de noi materiale de instruire legate de
eforturile locale i identificarea personalului care va fi disponibil pentru a conduce eforturile de
diseminare.
- The Salamanca Conference on Special Needs Education from 1994 came in a ripped time for
Romania - one year after the two pilot projects have started focusing on integration. It was an
important moment in the educational reform. The concept of inclusive education was launched
inside the two pilot projects and in the RENINCO (National Network of Information and
Cooperation for Integration into the Community of Children with Special Needs) activities,
starting with the autumn of 1994.
- Conferina Salamanca pe Nevoi Speciale Educaie din 1994 a venit ntr-un timp rupt de
Romnia - un an de la cele dou proiecte-pilot au nceput - cu accent pe integrarea. A fost un
moment important n reforma educaional. Conceptul de educaie incluziv a fost lansat n
interiorul celor dou proiecte pilot i n RENINCO (Reeaua Naional de Informare i
Cooperare pentru Integrarea n Comunitate a copiilor cu nevoi speciale) activiti, ncepnd cu
toamna anului 1994.
- Other teacher education initiatives, such as the Tempus Programs, since 1995, which fund
collaborative partnerships between Western universities and East European teachers and their
trainers, have taken steps towards developing the understanding of leaders in this field about how
to manage and support the process of change. From Romania was involved in this program the
most important four public universities (Bucuresti, Cluj, Iasi and Timisoara) and schools of
counties around of these universities.
- Alte iniiative de formare a profesorilor , cum ar fi programele Tempus , din 1995 , care fondul
de parteneriate de colaborare ntre universiti occidentale i profesori din Europa de Est i
formatori lor , au luat msuri n vederea dezvoltrii nelegerii liderilor n acest domeniu cu
privire la modul de a gestiona i s sprijine procesul de de schimbare . Din Romnia a fost
implicat n acest program cele mai importante patru universiti publice ( Bucuresti , Cluj , Iasi
si Timisoara ) i coli de judee n jurul acestor universiti .
- The Education Law from 1995 has included an implicit inclusive approach: all Romanian
citizens have an equal right to education, at all levels and in all forms, regardless of gender, race,
nationality, religious, or political affiliation and social or economical status; also, the state is
ensuring the principles of democratically education, and guarantees the right to differentiated
education, on the basis of educational pluralism.
- Legea Educaiei din 1995 a inclus o abordare implicit inclusive : toi cetenii romni au
dreptul egal la educaie , la toate nivelurile i n toate formele , indiferent de sex , ras,
naionalitate , religie , sau afiliere politic i statut social sau economic ; de asemenea , statul este
asigurarea principiilor educaiei democratic i garanteaz dreptul la educaie difereniat , pe
baza pluralismului educaional .
- After 1997 has extended the development of partnerships between schools and national and
relevant international organizations in the field (RENINCO, UNICEF, UNESCO, etc..),
developing training programs about integration for teachers in regular schools and special
schools, developing local projects for inclusion, developing partnerships between professionals,
parents and volunteers.
- Dup 1997 a extins dezvoltarea de parteneriate ntre coli i organizaii internaionale i
naionale relevante n domeniu (RENINCO, UNICEF, UNESCO, etc ..), n curs de dezvoltare de
programe de formare cu privire la integrare pentru cadrele didactice din colile obinuite i coli
speciale, n curs de dezvoltare de proiecte locale de incluziunii, dezvoltarea de parteneriate ntre
profesioniti, prini i voluntari.
- The isolation in special schools has been slightly stopped in 2001, when 18.000 children with
disabilities from special schools were transferred to ordinary schools. Unfortunately this decision
has generated many convulsions and resistances to change from schools and parents because the
conditions needed here were not enough developed (for example, adapted curriculum, training of
teachers and the development of a supportive attitude in schools).
- Izolarea n coli speciale a fost uor oprit n 2001, cnd 18.000 de copii cu dizabiliti din
colile speciale au fost transferate n colile obinuite. Din pcate, aceast decizie a generat multe
convulsii i rezistene pentru a schimba de la coli i prini, deoarece condiiile necesare de aici
nu au fost suficient de dezvoltate (de exemplu, adaptat curriculum, formarea profesorilor,
precum i dezvoltarea unei atitudini de susinere n coli).
- Between June 2002 - December 2003 was developed National Program A School for All
launched by the MEC in partnership with UNICEF Romania, National Authority for Child
Protection and Adoption (NACP) and the RENINCO, which has sought information, awareness
and preparation of school and community to integrate children and youth with special
educational needs;
- In perioada iunie 2002 - decembrie 2003 a fost dezvoltat de Programul Naional O coal
pentru toi lansat de MEC n parteneriat cu UNICEF Romnia, Autoritatea Naional pentru
Protecia Copilului i Adopie (ANPC) i RENINCO, care a solicitat informaii, contientizarea
i pregtirea colar i comunitar pentru integrarea copiilor i tinerilor cu nevoi educaionale
speciale;
- Between 2004-2007 was applied Develop National Action Plan on Education for Children with
Special Educational Needs with 3 directions: develop and implement ongoing training programs
for teaching staff in schools; schools, families and communities awareness on the importance and
positive effects of socialization process and social integration of children with disabilities;
acceptance of human diversity as a natural fact necessary in society.
- ntre 2004-2007 a fost aplicat Elaborarea Planului Naional de aciune privind educaia copiilor
cu nevoi educaionale speciale cu 3 direcii: elaborarea i implementarea programelor de formare
continu a personalului didactic n coli; coli, familii i comuniti de contientizare cu privire
la importana i efectele pozitive ale procesului de socializare i de integrare social a copiilor cu
handicap; acceptarea diversitii umane ca un fapt firesc necesar n societate.
- A Government Decree, 1251 from 2005 has introduced a new concept integrated special
education not clearly defined. The terms inclusion, inclusive education and inclusive school
have been also introduced in this recent piece of legislation, but under the umbrella of integrated
special education. The definition of inclusion in the Decree from 2005 is the following:
Inclusive education means an ongoing process of upgrading the school institution, with the aim
of exploiting (valuing) the existing resources, particularly human resources, in order to support
the participation in learning of all pupils from inside a community.
- Un decret guvernamental, 1,251 din 2005 a introdus un nou concept - integrat nvmntul
special - nu clar definite. Includerea termeni, educaiei incluzive i a colii incluzive au fost, de
asemenea, introduse n aceast pies recent de legislaie, dar sub umbrela de nvmnt special
integrat. Definiia de includere n Decretul din 2005 este urmtoarea: "Educaia incluziv
nseamn un proces continuu de modernizare a instituiei colare, cu scopul de a exploata
(valorificarea) resursele existente, n special a resurselor umane, cu scopul de a sprijini
participarea n procesul de nvare de toi elevii din interiorul unei comuniti. "
It has taken 10 years since the inclusive concept already launched in the scientific and
practical work in Romania to be included in a piece of legislation.
Le-a luat 10 ani de la conceptul incluziv deja lansat n lucrrile tiinifice i practice n
Romnia pentru a fi incluse ntr-un act legislativ .
- Legislation has been supplemented by rules, methodologies and regulations developed and
approved by order of minister by Ministry of Education (MEC): Order by Minister no.
4378/7.09.1999 regarding the approval of the program: "Measures for the organization of special
education; Order by Minister no. 3634/12.04.2000 to maintain the approving the national
program: The integration and rehabilitation of children with disabilities in/by community; Order
Minister of Education and Research, no. 5379/25.11.2004 on methodology of organization and
operation of educational services by teachers support/peripatetic teacher for children with special
educational needs in mainstreaming education; Order MEC no. 3662/27.03.2003 approving the
Methodology for establishing and functioning of the Commission of Internal Continuous
Assessment of children with special needs; Government Decision 1251/2005, which
has structure, organization, forms and types of institutions and personnel in special schools and
especially integrated Government Decision no. nr.1251 / 2005 on the organization of special
education; Order Ministry of Education, Research and Youth, no.1529/18.07.2007 diversity on
development issues in the national curriculum; Order of Ministry of Education, Research and
Innovation, no. 3414 of 16.03.2009 on approval of the Framework Plan for special education
school.
- Legislaia a fost completat de reguli, metodologii i regulamente elaborate i aprobate prin
ordin al ministrului de Ministerul Educaiei (MEC): Ordinul de ministrul nr. 4378 / 7.09.1999
privind aprobarea programului:. "Msuri pentru organizarea nvmntului special"; Ordinul
ministrului nr 3634 prin / 12.04.2000 a menine aprobare a programului naional: Integrarea i
reabilitarea copiilor cu handicap n / de ctre;. Ordin de ministru al Educaiei i Cercetrii, nu
5379 / 25.11.2004 privind metodologia de organizare i funcionare a serviciilor educaionale de
ctre profesori a sprijini / cadru didactic peripatetic pentru copii cu nevoi educaionale speciale n
nvmntul integrarea dimensiunii; Ordinul MEC nr 3662 / 27.03.. 2,003 aprobarea
Metodologiei de stabilire i funcionare a Comisiei de evaluare continu interne a copiilor cu
nevoi speciale; Hotrrea Guvernului 1251/2005, care are structura, organizarea, formele i
tipurile de instituii i de personal n coli speciale i Hotrrea de Guvern n special integrat nr.
Nr.1251 / 2005 privind organizarea nvmntului special; Ministerul pentru Educaiei,
Cercetrii i Tineretului, no.1529 / 18.07.2007 diversitate pe probleme de dezvoltare n
curriculum-ul naional; Ordinul Ministerului Educaiei, Cercetrii i Inovrii, nr. 3414 de
16.03.2009 cu privire la aprobarea planului cadru pentru coal de nvmnt special.
Gradually and in differing degrees, schools continued to open and to adapt the educational
offer in relation with the new directions of change in educational activities, the result of
integration and inclusion programs, developing cooperative partnerships with special schools and
accessing sources of information and advice and continuous training of teachers to meet specific
requirements and challenges of inclusive schools (Ghergut, 2006).
Treptat i n grade diferite , coli a continuat pentru a deschide i de a adapta oferta
educaional n legtur cu noile direcii de schimbare n activiti educaionale , rezultatul
programelor de integrare i incluziune , dezvoltarea de parteneriate de cooperare cu coli speciale
i accesarea surselor de informare i consiliere i formarea continu a cadrelor didactice pentru a
satisface cerinele i provocrile coli incluzive ( Ghergu , 2006 ) specifice .

3. Positive aspects, negative aspects and priorities of action

3. Aspecte pozitive , aspecte i prioriti de aciune negativ

To better understand the distance between theory and practice in Romanian educational system,
we appeal to some information taken from various reports and documents prepared by authorized
institutions in the field (National Council on Disability report of Romania, the monitoring report
on progress recorded in the field of social inclusion, reports of Phare Projects on education and
social inclusion). The chapter for positive aspects can include:
Pentru a nelege mai bine distana dintre teorie i practic n sistemul de nvmnt
romnesc , facem apel la unele informaii preluate din diverse rapoarte i documente ntocmite
de instituiile autorizate n domeniul ( Consiliul Naional cu privire la raportul pentru persoanele
cu handicap din Romnia , raportul de monitorizare privind progresele nregistrate n domeniul
incluziunii sociale , rapoarte de proiecte Phare privind educaia i incluziunea social ) .
Capitolul de aspecte pozitive pot include :

The education of persons with disabilities is mainly regulated by laws written in accordance
with relevant international provisions;
Educaia persoanelor cu handicap este reglementat n principal prin legi scrise, n conformitate
cu prevederile internaionale relevante;
School integration of children with special educational needs can be achieved by: special
education institutions; groups and special classes in regular schools and preschool
establishments; ordinary schools (individually), including units of instruction in minority
languages;
Integrarea colar a copiilor cu nevoi educaionale speciale se poate realiza prin: instituii de
nvmnt special; grupe i clase speciale din colile obinuite i uniti precolare; colile
obinuite (individual), inclusiv uniti de predare n limbile minoritilor;
Special education is an integral part of the national education system, coordinated by the
Ministry of Education;
nvmntul special este o parte integrant a sistemului naional de nvmnt, coordonat de
Ministerul Educaiei;
Have begun to develop partnerships between NGOs and the authorities or schools to diversify
and approach special education (Increasing the number of institutional structures, developed with
the help of NGOs, that provide educational services in schools);
au nceput s dezvolte parteneriate ntre ONG-uri i autoritile sau coli de diversificare i
abordarea educaiei speciale (Creterea numrului de structuri instituionale, dezvoltat cu ajutorul
ONG-urilor, care ofer servicii educaionale n coli);
 Change attitudes and focusing on individualization, flexible and diversify activities in the
classroom which integrated children with special needs;
schimbarea atitudinilor i concentrndu-se pe individualizare, flexibil i diversificarea
activitilor din clas care a integrat copiii cu nevoi speciale;
Diversification of educational services that allow access to school for children and adolescents
with disabilities, without separating from their families;
Diversificarea serviciilor educaionale, care permit accesul la coal pentru copii i adolesceni
cu dizabiliti, fr separarea de familiile lor;
Making schools inclusive (open to all categories of children) with extension services provided
by special schools and mainstream schools;
Efectuarea coli incluzive (deschise pentru toate categoriile de copii) cu servicii de extindere
oferite de coli speciale i colile de mas;
Organizing a resource center to be able to manage teaching and methodological changes in
order of regular schools, become inclusive;
Organizarea unui centru de resurse pentru a fi capabil de a gestiona de predare i schimbrile
metodologice n ordinea colile obinuite, s devin inclusive;
Developing and expanding programs for teachers training;
Dezvoltarea i extinderea programelor de formare cadre didactice;
Improve the identification of special educational needs in order to efficiently psychology
service recovery, compensation and educational support.On the other hand, in chapter with
negative aspects, we can include:
mbuntirea identificarea nevoilor educaionale speciale, n scopul de a mai eficient de
recuperare de servicii de psihologie, de compensare i support.On educaional de alt parte, n
capitolul cu aspecte negative, putem include:
Existence of many bureaucratic barriers and ineffective cooperation in programs of common
interest to institutions and administrative and executive responsibility for the problems of people
with special needs;
Existena a numeroase bariere birocratice i cooperarea ineficient n programe de interes
comun instituiilor i responsabilitatea administrativ i executiv pentru problemele persoanelor
cu nevoi speciale;
 With all reform measures implemented at national level is unknown number of children and
adults who should benefit from them (many children with disabilities are still outside the school
system);
Cu toate msurile de reform puse n aplicare la nivel naional este numr necunoscut de copii
i aduli care ar trebui s beneficieze de ele (muli copii cu dizabiliti sunt nc n afara
sistemului colar);
School model cultivates intellectual skills, knowledge of competition and promote the
individual success; In many cases the school can not respond to appropriate academic and basic
educational needs of all children, including those with disabilities;
Modelul School cultiv abiliti intelectuale, cunotine de concuren i de a promova
succesul individual; n multe cazuri, coala nu poate rspunde la nsui nevoi educaionale
academice i de baz ale tuturor copiilor, inclusiv celor cu handicap;
For children with severe disabilities there is not yet a national curriculum for this class of
beneficiaries, however, some special schools have started identify the role to receive this
category of children;
Pentru copii cu dizabiliti severe nu exist nc un curriculum naional pentru aceast clas de
beneficiari, cu toate acestea, unele coli speciale au nceput s identifice rolul de a primi aceast
categorie de copii;
Insufficient concern of the Ministry of Education for practical solutions to real problems
learning of children, young people and adults with disabilities (eg: the deaf sign language as
requiring training for professionals who are working in schools for the deaf);
preocupare insuficient a Ministerului Educaiei pentru soluii practice la problemele reale de
nvare ale copiilor, tinerilor i adulilor cu handicap (de exemplu, limba semn surd ca
necesitnd formare pentru profesionitii care lucreaz n coli pentru surzi);
Lack of programs and procedures for the identification and early diagnosis of disability, lack
of monitoring programs for school integration of pupils with disabilities. The voice of disabled
student, located in an educational program, is still not sufficiently heard and taken into account;
Lipsa de programe i proceduri pentru identificarea i diagnosticarea precoce de handicap,
lipsa unor programe de monitorizare pentru integrare colar a elevilor cu dizabiliti. Vocea
studentului handicap, situat ntr-un program educaional, nu este nc suficient de auzit i luate n
considerare;
 Low family involvement in decisions and educational programs concerning children with
disabilities.
implicarea familiei sczut n deciziile i programe educaionale care privesc copiii cu
dizabiliti.
Insufficient information to the parents, professionals and society as a whole on disability,
human value and possibilities of recovery;
informaii insuficiente pentru prini, profesioniti i societatea n ansamblu pe handicap,
valoarea uman i posibilitile de recuperare;
Precarious democratic relations of cooperation and effective communication between
beneficiaries and providers of educational services; Priorities for future developments:
relaii democratice precare de cooperare i comunicare eficient ntre beneficiarii i furnizorii
de servicii educaionale; Prioriti pentru evoluiile viitoare:
Raising the general awareness about equity and non-discrimination in schools (for directors,
parents, pupils, teachers, all staff);
Contientizarea generala despre echitate i non-discriminrii n coli (pentru directori, prini,
elevi, profesori, tot personalul);
Understanding and developing policies for inclusive education at the school level;
nelegere i n curs de dezvoltare de politici pentru educaia incluziv la nivelul colii;
School based training of all teachers on how to deal with diversity in their classrooms;
coal de formare pe baza tuturor cadrelor didactice cu privire la modul de a face cu
diversitatea n slile de clas lor;
Support for the development of a school culture to be more responsive to diversity;
Sprijin pentru dezvoltarea unei culturi de coal s fie mai receptiv la diversitate ;
Support for the individual progress of pupils in schools (teachers, pupils, parents and
community members);
Suport pentru progresul individual al elevilor n coli (profesori, elevi , prini i membri ai
comunitii ) ;
Raising awareness and providing basic knowledge about SEN and other marginalized children
for teachers in the secondary schools starting with the lower level, part of the compulsory
education in Romania;
 sensibilizarea i cunotine de baz despre SEN i ali copii marginalizai pentru profesori n
liceele - ncepnd cu nivelul inferior , o parte din nvmntul obligatoriu din Romnia ;
Encouraging the needed partnership school-families-community to be addressed;
ncurajarea parteneriatului coal - familie - comunitate necesare pentru a fi abordate ;
Using the parents opinions to build and foster schools policies;
Utilizarea Opiniilor ale societii-mam de a construi i a politicilor coli plasament ;
Listening more to the voices of the children in school.
Ascultarea vocilor copiilor din coal .

4. Conclusion
4.Concluzii

The obstacles in promoting inclusive education are important and complex. Pilot projects
and training activities are very important but sustainability is a key issue. The balance and
tension between integrated and inclusive education was (and still is) obvious in the terminology
used during the training and other activities mentioned here.
Obstacolele n promovarea educaiei incluzive sunt importante i complexe. Proiecte-
pilot i activiti de formare sunt foarte importante, dar durabilitatea este o problem-cheie.
Echilibrul i tensiunea dintre educaiei integrate i incluzive a fost (i nc este) evident n
terminologia utilizat n timpul de formare i alte activiti menionate aici.
There is still mixed and confusing terminology on these two key approaches, but also in the
disability field. At this moment, after 20 years reform measures in educational system, one of the
biggest challenges ahead is the vision on the school, particularly when talking about the
comprehensive (elementary) school. Concretely, educational policies and national strategies in
inclusion must have answers for some important questions:
Nu exist nc o terminologie amestecat i confuz cu privire la aceste dou abordri cheie,
dar, de asemenea, n domeniul dizabilitii. n acest moment, dup 20 de ani de reform n
sistemul de msuri de educaie, una dintre cele mai mari provocri n faa este viziunea asupra
colii, n special atunci cnd vorbim despre (elementar) colii cuprinztoare. Concret, politicile
educaionale i strategiile naionale n domeniul incluziunii trebuie s aib rspunsuri pentru
cteva ntrebri importante:
 Is the school a place for all children, different but equal (having equal needs) or a place for
selection and fostering elitism?
este coala un loc pentru toi copiii, dar diferit egal (cu nevoi egale) sau un loc de selecie i
promovarea elitism?
Is the school a place for social interaction and social development or only a place for
theoretical learning?
este coala un loc de interaciune social i dezvoltarea social sau doar un loc pentru
nvarea teoretic?
Is the school a place for learning and practicing equity and democracy through collaboration
or a place for competition and exclusion of some pupils?
este coala un loc de nvare i practica echitate i democraia prin colaborare sau un loc
pentru concuren i excluderea unor elevi?
The answers of these questions could give us the priorities for future directions of work on
many levels. At the national level - the need for a National Strategy of Inclusive Education,
which have to cover all areas of education, all levels and school ages; this should bring a shared
vision of an inclusive curriculum for all learners, of a more flexible school organization and
teaching-learning strategies and methods; this strategy must bring a more clear terminology
particularly to make the necessary distinctions between integration and inclusion in education;
also, this strategy should cover also particular domains regarding vulnerable (children at risk)
groups (children with disabilities and other special needs, children from poor and isolated areas,
street children etc).
Rspunsurile la aceste ntrebri ne-ar putea da prioritile pentru viitoarele direcii de lucru
pe mai multe niveluri. La nivel naional - necesitatea unei Strategii Naionale de Educaie
Incluziv, care trebuie s acopere toate domeniile de nvmnt, la toate nivelurile i vrstele
colare; aceasta ar trebui s aduc o viziune comun a unui curriculum inclusiv pentru toi elevii,
de o organizaie de coal mai flexibil i strategii de predare-nvare i metode; aceast
strategie trebuie s aduc o terminologie mai clar - n special pentru a face distinciile necesare
ntre integrare i incluziune n educaie; de asemenea, aceast strategie ar trebui s acopere, de
asemenea, n ceea ce privete anumite domenii de vulnerabile (copii n situaii de risc), grupri
(copii cu dizabiliti i alte nevoi speciale, copiii din zonele srace i izolate, copii ai strzii etc.).
 At the university and other training institutions level (the initial and ongoing/in-service
training for all teachers) have to be included in their curriculum a component on inclusive
education (education for understanding and addressing diversity in schools). At the school level
there is a lot to do, so we can create an open, friendly, democratic and supportive
learning environment for all pupils, to prevent and avoid as much as possible discrimination,
marginalisation and/or exclusion of some learners (Vrasmas & Vrasmas, 2007).
La nivel universitar i a altor instituii de formare (formarea cadrelor didactice pentru toate
iniial i continu / n circulaie), trebuie s fie incluse n curriculum-ul lor o component de
educaie incluziv (educaie pentru nelegerea i abordarea diversitii n coli). La nivelul colii
exist o mulime de a face, astfel nct s putem crea un dialog deschis, prietenos, democratic i
de susinere mediu de nvare pentru toi elevii, pentru a preveni i pentru a evita pe ct posibil
discriminare, marginalizare i / sau excluderea unor cursani (Vrma & Vrma, 2007).
Pilot projects that demonstrate the way in which schools can be developed in order to reach
out to learners with different characteristics have been found to be useful in encouraging
innovations and, at the same time, can help in preparing personnel who may then be used to lead
implementation efforts. It is helpful if such initiatives take as their starting point examples of
local good practice.
Proiecte pilot care demonstreaz modul n care colile pot fi dezvoltate pentru a ajunge la
elevii cu caracteristici diferite au dovedit a fi utile n ncurajarea inovaiilor i , n acelai timp ,
pot ajuta la personalul de pregtire , care poate fi apoi folosite pentru a conduce de punere n
aplicare . eforturile Este de ajutor n cazul n care astfel de iniiative s ia ca exemplu de punct de
plecare de bun practic locale .
The aim is overall school improvement that can benefit all children, thus connecting the
ideas of equity and excellence in the way suggested by the Salamanca Statement. Here, it may
also be sensible to link the responses for children who have disabilities to other groups that are
disadvantaged within existing arrangements, not least children from the various minority groups.
Scopul este acela de mbuntire general scoala de care pot beneficia toi copiii ,
conectarea astfel ideile de echitate i excelen n modul sugerat de Declaraia Salamanca . Aici ,
poate fi , de asemenea, sensibil pentru a lega rspunsurile pentru copiii care au dizabiliti la alte
grupuri care sunt dezavantajate n cadrul unor acorduri existente , nu n ultimul rnd de copii din
diferite grupuri minoritare .

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