Including the excluded: Meeting diversity in education. Example from Romania.

Autor/inn/en	Badescu, Mircea; Brancoveanu, Romulus; Paun, Emil; Potolea, Dan; Vrasmas, Adina Ecaterina; Vrasmas, Traian; Ulrich, Catalina; Slamnescu, Raluca
Sonst. Personen	Butuca, Anca (Hrsg.)
Institution	UNESCO
Titel	Including the excluded: Meeting diversity in education. Example from Romania.
Quelle	Paris: UNESCO (2001), 36 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
Schlagwörter	Chancengleichheit; Familie; Bildungspolitik; Bildungsreform; Recht; Schulsystem; Experiment; Inklusion; Projekt; Gesetz; Sonderpädagogik; Sonderpädagogischer Förderbedarf; Fallbeispiel; Modell; Praxis; Benachteiligtes Kind; Ethnische Minderheit; Rumänien
Abstract	The term 'inclusive education' is relatively new in Romanian pedagogy but much of the educational practice in Romania puts this philosophy into practice. The special education sector is mainly responsible for the adoption of inclusive education principles in Romania, with integration having been practised for some years. Before 1989, special classes had been operating within mainstream schools (and were even provided for in the 1924 Law on Education). Similarly, the school speech therapy network had been working with children with speech impairments in both mainstream and special classes. This perhaps explains why a number of education experts see inclusive education relating specifically to children with special educational needs (SEN), ignoring other marginalized groups such as children and adults living "on the edge", at the margins of society and very able children. This paper gives a picture of the educational inclusion of a variety of potentially marginalized young people - e.g. children with SEN, children in foster families or child care institutions, children who are HIV-positive or children from ethnic minorities (e.g. Roma). The paper provides information about legal and regulatory changes, together with the educational policy developments favourable to inclusive practices (e.g. curriculum design, institutional adequacy, etc.). There are examples of specific action taken by teaching staff and social work professionals. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/1