Integrarea elevilor cu dizabilităţi – între adaptare curriculară şi acceptare socială
Integration of pupils with disabilities - between curricular adaptation and social acceptance

Summary/Abstract: In the last two decades the experts speak more and more about the integration of children with disabilities into the normal schools. For this purpose there has been adopted a lot of documents. The most famous one is The Universal Declaration of UNESCO Conference about inclusive education “ Access and quality”. This document underlines for the first time the concept of mainstream (inclusive school). In this way a normal school with inclusive view is the most efficient way for fighting against discrimination, being opened to all children regardless of their problems. First of all, the mainstream has a specialized curricula adapted to the possibilities of each pupil. This means that the ways of selecting and organizing the informational content, the teaching-learning-evaluation methods, the quality standards, the psychosocial learning environment represents the answer for each pupil possibilities, regardless of the problems that they experience. On the other hand the success of scholar integration of the pupils with disabilities depends on the way they are accepted by the other community members, by the classmates with their families and the teachers. Here we have a major problem, because not all pupils from one class are willing to recognize and accept the difference as a normal issue. As a conclusion in this article we want to make a theoretical analysis of an individualized curricula and of the documents in which it is reflected. This means that we will create an a image of the interpersonal relationships which can be achieved between the pupils with disabilities and their classmates.

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