Special education*
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Special and integrated special education is an integral part of the Romanian national education system and offers all children/pupils/young people educational programs adapted to their degree of disability and developmental needs.
It is organized at all levels of pre-university education, depending on the type and degree of disability, as follows: intellectual, hearing, visual, locomotor, associated.
Inclusive education was adopted in Romania as early as the 1990s by respecting diversity, initiating and practically achieving access and participation in education and social life for all categories of children. Today, approximately half of students with disabilities are educated in mainstream education.
Legislation in the field of special education was designed to respond to a broad and very varied spectrum of special situations. Taking this reality into account, special, integrated special, and inclusive education has been organized at all levels of pre-university education, according to the type and degree of disability.
Special education units for students with sensory disabilities apply the curriculum of mainstream schools. These units preserve only the structure and form of organization of the special education system, while in content, school preparation, and specialization they are similar to mainstream schools. Special technological high schools, special high school classes, and special post-secondary classes are organized after the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). Specific to these units remain the strategies, methods, and teaching/learning modalities.
Upon graduation, students of these special education units take national exams (tests, baccalaureate or graduation exams) just like all graduates of mainstream education. For them, facilities and adaptations are stipulated in the methodologies for organizing and conducting exams.
For each student with severe, profound or associated disabilities, a personalized intervention plan is developed with objectives specific to their psychological and individual developmental needs and possibilities.
Students with special educational needs benefit from adaptations of the examination procedures even in current assessments.
*Special and integrated special education is an integral part of the Romanian national education system and offers all children/pupils/young people educational programs adapted to their degree of disability and developmental needs.
It is organized at all levels of pre-university education, depending on the type and degree of disability, as follows: intellectual, hearing, visual, locomotor, associated.
Inclusive education was adopted in Romania as early as the 1990s by respecting diversity, initiating and practically achieving access and participation in education and social life for all categories of children. Today, approximately half of students with disabilities are educated in mainstream education.
Legislation in the field of special education was designed to respond to a broad and very varied spectrum of special situations. Taking this reality into account, special, integrated special, and inclusive education has been organized at all levels of pre-university education, according to the type and degree of disability.
Special education units for students with sensory disabilities apply the curriculum of mainstream schools. These units preserve only the structure and form of organization of the special education system, while in content, school preparation, and specialization they are similar to mainstream schools. Special technological high schools, special high school classes, and special post-secondary classes are organized after the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). Specific to these units remain the strategies, methods, and teaching/learning modalities.
Upon graduation, students of these special education units take national exams (tests, baccalaureate or graduation exams) just like all graduates of mainstream education. For them, facilities and adaptations are stipulated in the methodologies for organizing and conducting exams.
For each student with severe, profound or associated disabilities, a personalized intervention plan is developed with objectives specific to their psychological and individual developmental needs and possibilities.
Students with special educational needs benefit from adaptations of the examination procedures even in current assessments.
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In the case of a dispute between the beneficiary and the competent authority, the provisions of common law are applicable.
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