Abstract:

Inclusive schools are those schools open to all pupils, friendly to all. These are the schools that aim at the flexible application of the curriculum, the increase of the quality of teaching-learning, the permanent evaluation and the development of a real educational partnership. Pupils are different and all have an equal right to education, regardless of their environment or ability. Inclusion implies change, it is an endless process of increasing the learning and participation of all pupils even if they come from different national minorities or have special educational needs. The research aims to investigate the opinions of pupils and teachers on the inclusion of pupils with special educational needs as well as those belonging to national minorities. The research was done with 406 people, including 26 teachers and 380 pupils from primary and secondary school, Voluntari, România. We used both qualitative and quantitative research methods for teachers and pupils, namely, questionnaire, case studies and observations. Research results show that the inclusion of pupils with special needs and those belonging to national minorities has a low level compared to the expectations of parents and decision makers. For a quality inclusion it is necessary to consider several aspects. A first element is that of a curriculum based on the inclusion of pupils followed by an adequate planning of lessons according to the learning needs of pupils. Very important for the inclusion of pupils is the use of the most appropriate resources for learning. It has been shown that some teachers achieve a lot in the direction of including pupils in the educational process but it is not enough if this is not generalized at school level. In this article we will present the research and its main results.

Keywords:

Inclusive education, primary and secondary education, special education needs, national minorities.