Modele de organizare a învăţământului integrat

Abstract

In the literature, a number of models of organizing integrated education for children with disabilities have been described, involving different degrees of integration, from partial to total: the special school cooperation model with the regular school; the regular school takes the lead in developing integration, and the special school will establish links with the most important common school in the neighborhood. 2. the model based on the organization of a special class for children with disabilities in ordinary school; 3. the model based on the use of a separate training room and resources at regular school; 4. the traveling teacher-based model specialized in working with disabled pupils serving ordinary school; and the common model, based on a traveling teacher who is specialized in working with children with disabilities, who serves all children with disabilities in a specific geographical area. - these two models have:  advantages: several advantages of their use can be defined: children can live at home, in the middle of their family and community, while benefiting from development in a typical environment; these systems provide immediate, individual and specialized help to children with disabilities as required and provide a wide range of materials and equipment to support children in specialized teaching areas; children have an opportunity to learn in natural social situations; ordinary school teachers gain a degree of specialization and understanding, preventing the needs of children with disabilities; the system is not expensive, as the special class or training room and resources use the existing space in ordinary school.  disadvantages: if the teacher is absent there is a risk of children being unable to attend classes, the special class may end up being regarded as a separate element from the ordinary school, and children in this class can be isolated from ordinary school children and teachers; in fact, children cannot attend school in the local neighborhood, and they must be taken to where the specialist teacher works, which makes the child tired of the long journeys they have to make. Every pupil is understood as an active participant in learning and teaching because each brings with him an experience, a learning style, a social model, a specific interaction, a personal rhythm, a way of approach, a cultural context to which he belongs. Given these conditions, the idea of integrating children with disabilities into public schools appeared to be a necessary and natural response from society to its obligation to ensure the normalization and reform of educational conditions for people with special educational needs. According to the principles promoted in education by international bodies, as well as the provisions included in the Declaration of Rights of persons with disabilities, it is mentioned that pupils with different types of deficiencies have the same fundamental rights as other pupils of the same age.