Inclusive education of children with educative demands in Moldova republic: Realities and perspectives

Abstract

Social inclusion is a priority in what regards social policy in Moldova republic. In this context, it represents a means of promoting the inclusion and social cohesion. The student’s diversity of needs and the attempt to promote in as many schools as possible a way of friendly learning requires a regulate collaboration among teachers, the children’s families and the community, with the goal of elaborating strategies of efficient teaching. The article represents a case study regarding positive practices of social inclusion in the Criuleni district where there are non-governmental organizations with initiatives in inclusive education domain. The pilot-inclusive schools, educational support centers, represent efficient tools of social inclusion and the fact that they are perceived positively by the children facilitate the achievement of their goals.