Project coordinators:
 - Prof. Maria Magdalena Anghel, adults
trainer, evaluator competent appraisser
professional person...
 This work presents a synthesis of "Inclusive
educational practices" project for the didactic personal
from school educat...
 Ensuring access to education for all children
regardless of the origin or educational
requirements;
 ­ Developing teaching skills to develop innovative
projects school-family-community partnership to
adress the real needs...
 Activities for children:
-Collaboration with the County' Centre resources
and educational assistance;
-Support teachers ...
 Teachers' activities:
-Service training of teachers;
-Implementation of the project within the
groups/classes of prescho...
 Parents' activities:
-Adult education in inclusive problems;
-Focus-groups, workshops, debates, thematic
workshops.
 Other activities:
-Designing a training programme;
-Accreditation of the training programme;
-Activities to promote the ...
 County Centre of resourses and educational
assistance;
 D.G.A.S.P.C.;
 Teacher's House-Arges;
 ANCAAR-NGO.
The project, in the beginning of the implementation,
moves towards plan. Efficiency notes lies in the
accreditation by the...
On the other hand, regarding children with special
needs, developing individualized educational plans
in the education uni...
It is necessary to continue the project and
branching activities foreseen in the writing stage.
It would also be a useful ...
 Neamţu, C., Gherguţ, A. (2005) Synthesis of special
Education - Guidelines for competitions and exams to
obtain academic...
The inclusive education m. anghel c. postelnicescu_ro
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The inclusive education m. anghel c. postelnicescu_ro

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The inclusive education m. anghel c. postelnicescu_ro

  1. 1. Project coordinators:  - Prof. Maria Magdalena Anghel, adults trainer, evaluator competent appraisser professional person inclusive resource issues, FSE expert funded projects.  - Prof. Corina Georgeta Postelnicescu, adults trainer, evaluator competent professional person inclusive resourse issues, FSE expert funded projects.
  2. 2.  This work presents a synthesis of "Inclusive educational practices" project for the didactic personal from school education, parents/adults involved in the development and education and the efficiency of the education activity from which children with special requirements benefit.  "Inclusive educational practices" represents an extrapolation of "Inclusive education in kindergarten" project initiated in 2008 by Reninco Association, UNICEF, Romania, the National Education Ministry and continued in 2011-2012 with "Steps to inclusive education" whose target was the forming of the teachers from kindergartens with inclusive problems.
  3. 3.  Ensuring access to education for all children regardless of the origin or educational requirements;
  4. 4.  ­ Developing teaching skills to develop innovative projects school-family-community partnership to adress the real needs and interests;  - Develop skills to develop innovative tools to optimize teaching process by using specific tools of inclusive educations (PEI);  - Empowerment of parents in the direction of the methodological use/application of inclusive education practices for their children;  - Impoving the integration of children with CES, with 30 %;
  5. 5.  Activities for children: -Collaboration with the County' Centre resources and educational assistance; -Support teachers in the implementation of individualized educational Plans for children with CES; -Work in partnership with teachers who have enrolled children with CES; - Adapted curriculum; -Activity-specific tools with children with CES;
  6. 6.  Teachers' activities: -Service training of teachers; -Implementation of the project within the groups/classes of preschoolers/pupils.  
  7. 7.  Parents' activities: -Adult education in inclusive problems; -Focus-groups, workshops, debates, thematic workshops.
  8. 8.  Other activities: -Designing a training programme; -Accreditation of the training programme; -Activities to promote the project; -Raising activities of the authorities and the community in general on the issue of children with CES; -Studies, researchs.
  9. 9.  County Centre of resourses and educational assistance;  D.G.A.S.P.C.;  Teacher's House-Arges;  ANCAAR-NGO.
  10. 10. The project, in the beginning of the implementation, moves towards plan. Efficiency notes lies in the accreditation by the Ministry of National Education training programmes for teachers in secondary education system "Inclusive educational policy and practice", 14 loans, whose owners are the authors of this paper: Maria Magdalena Anghel and Corina Georgeta Postelnicescu and training, up to date, the two groups of students (50 teachers)
  11. 11. On the other hand, regarding children with special needs, developing individualized educational plans in the education unit, Overtime Kindergarten "Open Wings" led to improved assessment results by reporting the progress of individual (first evaluation, the array of specifications).
  12. 12. It is necessary to continue the project and branching activities foreseen in the writing stage. It would also be a useful approach to lobbying and advocacy for the establishment of a structure of cooperation and communication Arges county- systematic integration of CES children in issues of local authorities, schools, and child protection Committee on the other hand.
  13. 13.  Neamţu, C., Gherguţ, A. (2005) Synthesis of special Education - Guidelines for competitions and exams to obtain academic degrees, Bucharest, Polirom;  Ungureanu, D.(2000) Integrated Education and inclusive school, Ed. West, Timişoara;  Vrăşmaş, T.(2002) Integrated education and/or inclusive Publishing S.C. Aramis Print S.R.L., Bucharest;  Vrăşmaş, T.(2004) School and education for all, Miniped Publishing, Bucharest;  Vrăşmaş, T., Daunt, P., Muşu, I. (1996) Community integration of children with special educational needs – published with the support of UNICEF Special Representative in Romania;

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