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Special educative needs are described in the context of the need of “education for all in the school for all” and in the context of the realization of an instructive educative process governed by respect of the principles: non-discrimination and equality of chances for all the educables, and uniqueness and dignity of every person. The social reality demonstrates the fact that one can identify discriminate in opinions in relation to the integration in the mass education of the children with special educative needs, who, more often than not, are considered “uncomfortable” and with no clear perspectives of socio-professional integration. The stigmatization and rejection of such children is somewhat justified in the context on the value-related insistence in the education of the masses on man, on the sense of his becoming. The discourse on an inclusive school preoccupies the educational act ants on a national and international level. They are trying to identify “good practices” on the level of the national and international social policies able to support the persons in difficulty towards autonomy, social integration and social inclusion. The integration of the children with disabilities in mass education represents the major desideratum of the inclusive educational policies in the context of their cognition of an equality of chances for all. The present paper aims to describe the structure of the interventional partnerships in the education of children with special educative needs and their place and role on the level of the inclusive school in Romania.
Keywords: special educative demands, inclusion, education, personalized plan, social care
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