INCLUSION BETWEEN DESIDERATUM AND REALITY
INCLUSION BETWEEN DESIDERATUM AND REALITY

Summary/Abstract: After 1990, Romania started the processes for granting the right to equal education and adapted to all children, regardless of their material, physical or mental condition, their belonging to a certain ethnicity or religion. Currently, inclusion in mass education has become desideratum at national and international levels, being promoted both at legislative and media level. In this context, we investigated the extent to which reality meets expectations, whether mainstream schools are prepared to receive and meet the needs of children with special educational needs and whether the key actors in implementing inclusion – teaching staff, are in a position to accept and to make the change, from the teaching methods to the attitude toward children with special educational needs. Moreover, we wanted to identify the extent to which inclusion in regular public schools is, in the opinion of the teaching staff, a viable alternative, and possibly a superior one to these children’s education. The research focused on the access of teaching staff to information, trainings, as well as the adopted educational methods, their sense and attitude towards the opportunity of inclusion, as well as the experience of inclusion as it was experienced by the families of children with special needs. The research methodology entailed documents analysis, interviews and questionnaires investigation. Briefly, the results of the research show that the Romanian school system is currently unequipped for inclusion, starting within sufficient material and human resources up to the attitude of the teaching staff in the system.

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