Abstract:
In the context of implementating inclusive education, in order to find the best form of education for children with SEN and programs to support their development in the most optimal way, the problem which arises is that of identifying and evaluating special educational requirements as precisely as possible. The range of special educational needs is vast and includes, in addition to the category of disability itself, other important components, which often turn into barriers for children's learning and participation. This finding indicates the need for a complex approach to the child's development, with the collection, within the intra-school multidisciplinary Commission, of information provided by various sources, such as the child with SEN himself, his family, the teaching staff involved, the administration of the institution, representatives of community services - all to carry out as precise of an assessment as possible of the acquisitions that a child has, to establish his needs in areas of development and to design a common intervention action plan. The strategy of evaluation through the child with SEN’s cooperation at the level of the educational institution offers an effective tool for planning and carrying out common actions in order to facilitate the educational inclusion of children in this institution.
