Presentation of the system of pre-vocational and vocational education in Romania regarding SEN students. This presentation was made under the Erasmus+ partnership My work is my future, by the Romanian team. Project nr.2015-1-SK01-KA219-008905_3

1. My work is my future
System of pre-vocational and
vocational education

2. C.S.E.I. ,, Alexandru Rosca,,
Lugoj Romania

3. Summary
 Basic of the Romanian Education System
 Structure of the Education System in Romania
 Priorities of the Education Policy
 Curriculum Framework
 Class size, school year & timetable
 The structure of special and special integrated
education

4.  Children with special needs
Inclusion or Integration?
 Enrolling children with special needs to Special
schools
 Special conditions for educations of children
with special needs
 Pre-vocational education – key subjects –
numbers of lessons per week
 Possibilities of further education of students
with special needs after compulsory schooling.

5. ROMANIA
Basic of the Romanian Education System
Since 1989 the Romanian Education
System is changing and developing, from
nationwide education policy to international
partnerships that open the doors to new
opportunities at Romanian schools.

6. Public pre-university education (pre-
primary, primary, secondary and post-
secondary non-tertiary education) is part of the
local decentralized public services and is
subordinated to the Ministry of Education
trough the County School Inspectorates.
The County School Inspectorate ensure
at the local level observance of the legislation
and evaluation of the educational system and
process as well as the implementation of the
educational policy established by the Ministry
of Education.

7. Structure of the Education System in Romania
Age Grade Educational Levels
>19
Post-graduate education Higher education and post-
graduate education
Higher Education
Post-high school
Post-secondary
non-tertiary education
19 XIII High school
Upper Cycle Upper secondary education18 XII
High school
Upper Cycle17 XI Completion Year
16 X High school
Lower Cycle
Arts and Trades
School
Lower secondary education
15 IX
14 VIII
General / middle school
(Gymnasium)
13 VII
12 VI
11 V
10 IV
Primary school Primary education
9 III
8 II
7 I
6
Preparatory
class
(zero class)
5 Advanced
Kindergarten Pre-school education4 Middle
3 Beginner

8. Priorities of the Education Policy
 Equal and improved access to education
 High educational standards and training for a
knowledge-based society
 Decentralizing of the education system
 Turning education into a basic tool in the
modernisation process of Romania
 Investment in human resources as the most
profitable long-term investment
 Reconstruction of rural education
 Combining excellence and general education in an
efficient way
 IT contribution to education
 Enhancing the European dimension of education
 Institutional development of permanent education

9. Curriculum Framework
 National Curriculum
- Seven Curricular Areas:
- Core Curriculum (75%)
- School-based Curriculum ( 25%)
• Children with special needs may attend normal school
curriculum, curriculum adapted or special school. They enjoy
social assistance and education, the ultimate goal is educating,
training and recovery, compensation and social integration.
 School Educational Offer
- Extracurricular activities
- Special Needs for students with disabilities or high
performance capacity
• LANGUAGE AND COMMUNICATION
• MATHEMATICS AND NATURAL SCIENCE
• PEOPLE AND SOCIETY
• ARTS
• PHYSICAL EDUCATION
• TECHNOLOGIES
• COUNSELLING AND GUIDANCE

10. The content of the special education and integrated
special education is regulated by:
a) a distinct curriculum especially designed for the special
education;
b) a curriculum for the mainstream education adapted for
the integrated special education;
c) specific methodologies and handbooks, elaborated and
approved by the Ministry of Ministry of Education.
The education framework plan is the main document
regulating the official type - part of the national curriculum -
and, thereby, a basic tool in promoting educational policy at
national level. The education framework plans establish
educational curriculum framework, differentiated by level
of schooling, the subjects studied by the students in school
and the number of hours allocated to each.

11. Class size, school year & timetable
 Class sizes - depend on the educational level:
15  20  25 … 30 (in special schools 8 – 12
students per classes for moderate disabilities, or 4 – 6
students per classes for severe or associated
disabilities)
 School year:
34 to 36 weeks
Starting date:15th of September
Ending date in 22th June
 Timetable:
50 min. classes / 10 min. breaks (in special schools 45
min. classes / 15 min. breaks)
Morning or afternoon classes

12. The structure of special and special integrated
education
Special and special integrated education in Romania is part of
the national education system and includes:
a) special kindergartens (which may include early intervention groups);
b) special kindergarten groups organized in the special schools;
c) special schools for all types and degrees of deficiencies/disabilities;
d) groups/classes for children/pupils with autistic spectrum disorders;
e) professional special education units;
f) special high-schools;
g) special schoolastic centers;
h) classes / special post-high-school;
i) daycare school centers for inclusive education;
j) special education centers;
k) curative pedagogy centers;
l) groups/classes for children/pupils with multiple sensory
impairments (deafblind);
m) re-education schools for pupils with behavioral deficiencies;
n) classes organized in hospitals, preventoriums and prisons;
o) daycare centers for early education/development;
p) sheltered workshops.

13. INTEGRATING
Children/student
with SEN
is done:
through special classes and groups – for the children
and students with disabilities – from the special
education schools or from the mainstream schools;
(The students with medium, severe, profound and
associated disabilities)
through mainstream education schools, individual
education, with or without educational support services
(Students with learning, adjusting or integration
disabilities, and those with little or moderate disabilities)
thorugh groups or classes from the medical facilities
where children, students and young persons with chronic
diseases or diseases that require a longer period of
hospitalization than 4 weeks are admitted
at home (itinerant schooling), during a determined
period of time
(students which cannot be displaced)
through other school structures ( for e.g. Reeducation
facilities from prisons)

14. Center for Inclusive Education
a) is involved in the early tracking and ensures an early
intervention in case of SEN ;
b) is schooling children/students/young persons with different
degrees and types of deficiencies;
c) elaborates specific therapies for SEN from special education and
mainstream education;
d) evaluates and follows up the school performance of the SEN
with the help of the internal commission of complex expertise;
e) prepares the files of the children/student/young persons with
special needs and send them to the County Center for Resources and
Educational Assistance;
f) makes suggestions for a reorientation from the special school
towards a maistream school and viceversa, with the help of the internal
commission of complex expertise, according with the provisions of art. 54
alin. (1) Law nr. 1/2011;
g) makes and applies plans of personalized services for each
evaluated child/student;

15. h) adjusts the curriculum and ensures psychological and
educational assistance for the integrated children/students with
special needs, with the help of itinerant and support teachers;
i) proposes support services and/or specific therapies, where
necessary ( through County Center for Resources and Educational
Assistance, School Center for Inclusive Education, Special schools,
Integrating mainstream schools ) ;
j) offers counselling and psychological and educational
assistance for the teachers from mainstream education that provide
programs for corrective education;
k) promotes the inclusive education;
l) ensures schooling and educational and therapy assistance
for the children/students which cannot be displaced, offering home
schooling programs, with reduced attendance, with attendance waiver,
merged etc.;
m) monitors the performance of the SEN;
n) offers social assistance and services like a partial boarding
school/boarding school/day center for SEN which apply for such
services; informs and offer counselling to the families of the
children/students with special needs concerning the education of these
children/students;

16. Children with special needs
Inclusion or Integration?
Children with special needs must be evaluated by the
Commission for educational and vocational guidance who can
turn to :
a Special school or
a mainstream school with the support structure from an
itinerant teacher.
Itinerant teachers of Special schools belong in public
schools and go to work with children with special needs.
There are schools that have their own support teacher to
work with students with special needs.

17. Enrolling children with special needs to Special
schools
• First step - recommendation from teachers / class
master of class;
• Parents decide if they agree to enroll the child in a
special school;
• Family doctor , psychiatrist and psychologist should
evaluate the child and recommend school orientation to
the problems identified;
• The final decision is taken by the Commission for
educational and vocational guidance of the county of
residence of each student.

18. In conclusion:
- students with special needs in mainstream schools are
helped if learning disabilities are mild (inclusion) or
enrolled in a special school if there have been identified
problems in several areas ;
- after the evaluation, family can choose
- to enroll the child in a special school ,
- to remain in a public school and work with a
support teacher or/and a itinerant teacher,
- to lead the child to a private speech
therapist,
- to enroll him in a rehabilitation center.

19. Special conditions for educations of children
with special needs
Romanian special educations system uses a variety of
specific methods for recovery and offsetting deficiencies
children with special needs.
Acces road to education:
• Consistent education that respects the rights of children
• Effective support services for all types of disabilities
• Filling teaching skills through initial and ongoing training in
special education

20. Availability in scholls:
- Physical accesibility: access ramp, handrail, sound
signals, visual signals.
- Accesibility to the system and educational process

21. Pre-vocational education – key subjects –
numbers of lessons per week
a) Creation of personal autonomy
• Stimulation and development of individual psychosocial
availability in order to form independent basic behaviors
• Training and education of skills for maintenance and
personal hygiene and of the living space
• Developing and training of independent basic behaviors
for social integration

22. b) Socialization
• Learning and practicing of conduct orientation,
knowledge and adaptation in the environment
• Training and development of adaptive behaviors in
relation with the social and natural environment
• Practice the independent conduct for social integration

23. c) Occupational therapy
• Development and training of general psychomotor skills,
through actions of sensory exploration of the environment
• Acquisition and application of work techniques with
different materials and instruments
• Realization and appreciation of simple and useful products
• Practice the independent conduct for social integration

24. d) Cognitive stimulation
• Propellent and sensory exploration of the environment
in order to form orientation conducts, knowledge and
adaptation to the environment
• Stimulation and development of individual
psychosocial ability in order to form independent basic
behaviors
• Developing independent basic behaviors for social
integration

25. e) Ludotherapy
• Stimulation for self-knowledge, for knowing others and
the environment
• Stimulation and development of individual psychosocial
ability in order to adapt in the environment
• Training of manual and applicability skills
• Developing independent basic behaviors for social
integration

26. Possibilities of further education of students with
special needs after compulsory schooling
According to the law, the compulsory education ends after
10th grade to the lower cycle of high school or the school of arts
and crafts.
The lower cycle of high school Graduates acquire law
graduation certificate, personal portfolio for lifelong learning and
on request the transcript.
Arts and crafts schools graduate promote certification
exam to acquire professional skills and professional qualification
certificate, level 1.
Class graduates of the school of arts and crafts, with the
graduation certificate and certificate of professional qualification,
level 1, may continue their studies, upon request, in the year of
completion.
After the year of completion, graduates with graduation
certificate and vocational qualification certificate, level 2, can
continue their studies, upon request, in the upper school.

27. In Romania there are about 650,000 people officially
certified the National Authority for Disabled Persons (NADP)
as having a disability (including children). For the general
population, people with disabilities represent about 3%,
which is relatively low compared to other countries, but these
data should be analyzed with caution. The employment rate
of disabled people has never been analyzed.
Moreover, employment of disabled people has never
been the subject of an active and coherent policy addressing
the special needs of persons with disabilities. Therefore, no
data are available for 1999 and 2002, describing the evolution
of the employment rate of people with disabilities. At 31
December 2004, according to statistics NADP they were
employed 11 872 people with disabilities. The records are
based on data from public social services in the country and in
Bucharest and Romanian Association of the Blind.

28. Romania Academic Society has conducted a study
named „Diagnosis: excluded from the labour market.
Obstacles to employ persons with disabilities in
Romania "(2009). The study was based on two main
pillars, a study on a sample of persons with disabilities
(1555, aged 18-55 years old) and a qualitative part
consisting of 4 focus groups and interviews with 40 people
with disabilities, representatives of non-governmental
organisations, employers and public institutions.

29. The results of this study show that: the main factor
affecting the employment of people with disabilities is
education. Unfortunately, from this point of view, the
educational system from Romania creates major drawbacks
for people with disabilities. Thus it appears that the incidence
of uneducated and early dropout is seven times and two times
greater for people with disabilities compared to the general
population.

30. According to the law 448/ 2006, every employer :
• has to offer jobs in a quantum of 4 % if he has over 50
employers or
• has to pay for every unemployed person with disabilities 50%
of the minimum salary or
• has to buy monthly products and services from a shelterd units.
Also, a person with disabilities has a posibility to establish
his own shelterd unit, having multiple benefits ( for example lower
taxes).
Some NGO give the posibility to acces jobs by helping
them with courses and offering support in the procces of social and
professional integration.
The law supports special schools in establish shelterd
workshop.

31. Thank you for your attention!

32. This project has been funded with
support from the European
Commission. This publication
reflects the views only of the author,
and the Commission cannot be held
responsible for any use which may
be made of the information
contained therein.