| Paper title: |
The contribution and involvement of families in the integration process in mainstream schools for children with special educational needs |
| DOI: | https://doi.org/10.4316/SAM.2024.0121 |
| Published in: | Volume XVII issue 1/ 2024 |
| Publishing date: | 2024 |
| Pages: | 182-190 |
| Author(s): | Cazan Luminița-Magda |
| Abstract. | Inclusive education offers equal opportunities, accessibility, and the enabling environment in which children with special educational needs (SEN) benefit from a direct response to individual needs.Also, the collaboration of the family with the teaching staff is extremely important. ogether with these, with the specialists of the field, they are involved in the creation of action plans applicable at home that will facilitate and produce positive effects in the child’s educational experience. The purpose of the work: investigating the role of the family in the integration process of children with SEN in mainstream schools. The questionnaire was conducted on a number of 70 parents whose children are enrolled and attend school courses at the “Alexandru Ioan Cuza” Technical College Suceava.For confirmation, we conducted a survey with the parents of children with SEN, based on a questionnaire. Following the interpretation of the questionnaire, the conclusions were eloquent, the family is indispensable in the effort to integrate children with SEN in mainstream schools, in order to achieve success. |
| Keywords: | integration, special educational needs, mainstream school |
| References: |
1. MECTS – The order 5574/ 2011 2. Law no. 198/2023, Annex to the law, point 11. https://www.ces.ro/newlib/PDF/proiecte/2024/Plx190.pdf 3. United Nations, Convention on the Rights of Persons with Disabilities, Committee on the Rights of Persons with Disabilities, General Comment No. 4 (2016) on the Right to Inclusive Education, 25 November 2016. http://ier.gov.ro/wp-content/uploads/2021/06/ONU-CRPD-C-GC-4-RO.pdf 4. National Conference “School-Family Educational Partnership, examples of inclusive good practice in the Romanian school”, Bucharest, 2014. https://www.reninco.ro/images/Declaratia%20de%20la%20Salamanca.pdf 5. COMAN, S. Partnership in the integrated education of children with special educational needs, Editura Spiru Haret, Iași, 2001. 6. PÂNIȘOARĂ, I., O. Effective communication, Editura Polirom, Iași, 2015. 8. LUNGU, A., C., VIZITIU, E. Impactul conceptului acmeologic asupra formării continue a specialiștilor în învățământul hybrid, Conferinţa Ştiinţifică cu Participarea Internaţională „Formarea continua a specialistului de cultură fizică în conceptul acmeologic modern” CZU: 378.147:004, https://ibn.idsi.md/, 2024, p. 71-76. 9. RÎŞNEAC, B., MILICI, D., RAŢĂ, E. Utilizarea tehnicii de calcul în evaluarea performanţelor sportive, Editura Universităţii Transilvania, 2004 10. SLUSAR, A., VIZITIU, E. Implementarea conceptului acmeologic în formarea profesională a profesorilor de educație fizică în vederea optimizării condiției fizice a elevilor, Conferinţa Ştiinţifică cu Participarea Internaţională „Formarea continua a specialistului de cultură fizică în conceptul acmeologic modern” CZU: 378.12+373.037.1: 373.037, 2024, p. 117-121. |
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