Intervenția timpurie în cazul copiilor cu cerințe educative speciale

Abstract

The resizing of education from the perspective of children’s rights brings a new approach to the inclusion of children with SEND (Special educational needs) , focused on the quality of early intervention, on their learning needs, on the responsibility of the educational system, as well as on the quality of teachers training to provide quality educational services to both children with typical development, as well as those with SEND and/or disabilities. The process of inclusion of children with SEND in kindergartens in the Republic of Moldova is arduous and difficult. This process, in our point of view, should not be limited in including children with SEND together in the group room and creating integrated educational spaces. In the current context, the integration of children with SEND at the level of early education institutions and beyond, has become ineffective, creating the need for a complex approach to the phenomenon. The need to resize inclusive education is primarily related to the initial and continuous training programs for teachers in the early education system, to the creation of new effective models at the national level, resulting from the current conditions of kindergartens (large number of children in groups, lack of centers of educational resources, supporting teaching staff, insufficient budget level, etc.). For a quality early intervention, it is essential to prepare educational units, including teachers by creating alternative programs with double initial training specializations.