Abstract:

The Salamanca Declaration (1994) describes inclusive education as an education that "incorporates the universally valid principles of a healthy, child-centered pedagogy, starting from the premise that differences between people are normal, that education must adapt to these differences, and to the specific educational requirements that derive from them, rather than forcing the child to adapt to pre-fabricated assertions about the purpose and nature of education." (UNESCO, Salamanca, 1994). Inclusive education in Romania refers to a continuous improvement of the school institution which aims to exploit all existing resources, especially human resources, to support the participation in the education process of all students in the community (Romanian Government Decision no. 1251/2005). There is a growing need to create teachers that meet the requirements of the inclusive school.

Teacher for the inclusive school could be any teacher who works in such a school type, given that he has some essential qualities, more I would say, than what a teacher means in a classical education institution. It also has responsibilities and roles, responsibilities and tasks beyond the others. Some of these will be presented in this paper, based on both the international and national bibliography as well as the intention to carry out research that wishes to observe these elements.
The hypothesis from which it was started was that in Romania, the idea of a teacher for inclusive school is not yet well understood, it does not exactly know the attributions, responsibilities, and roles of this teacher. As a research method, a questionnaire was applied to a number of 80 teachers, 40 in inclusive education and 40 in mass education. The hypothesis is confirmed by applying the questionnaires and attempts are made to propose solutions to remedy the situation.

Keywords:

Integration, inclusion, inclusive school, teacher for inclusive school.