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The Inclusion of Children With Special Education Needs: A Theoretical Approach
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Author(s): Ruxandra Folostina (University of Bucharest, Romania)and Claudia I. Iacob (University of Bucharest, Romania)
Copyright: 2020
Pages: 21
Source title:
Analyzing Paradigms Used in Education and Educational Psychology
Source Author(s)/Editor(s): Victorița Trif (University of Bucharest, Romania)
DOI: 10.4018/978-1-7998-1427-6.ch009
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Abstract
This chapter represents a literature review of inclusion policies and practices for children with special needs into the mainstream education system of Romania. The authors provide a structured analysis of the main inclusion practices, with an emphasis on the criticism of the current practice. The main criticisms come from teachers, informal caregivers, students with disabilities, and stakeholders. The analysis is backed up by official documents (reports and legislation), empirical research, and other papers of Romanian professionals in the field of special and inclusive education. After approximately two decades of inclusive schooling in Romania, the authors conclude that there is still a lot of room for improvement. Inclusion is an uninterrupted process that requests resources, structure, and scientific evidence, all embodied in technical and material means, diverse teaching strategies, and well-trained professors that are able to face the challenges.
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