A real school must be open to any student
The challenges and perspectives for the development of psycho-pedagogical assistance for an inclusive schoolgirl, based on the experience of Floresti district, was the topic discussed on December 15, during an online conference.
Mironov Adriana is a graduate of the “Miron Costin” theoretical high school in Floresti.
“I managed to graduate from high school based on the general curriculum and now I continue my studies at college. I know for a fact that a real school must be open to everyone else and make you feel at home here.Says Adriana.
Vlad is a child with severe disabilities, but he was educated.
“Now Vlad is a sixth grader. Thanks to the support of the psychologist, the teacher, the speech therapist, Vlad learns and has achieved good results – he recognizes and distinguishes sounds and images, has his favorite toys, likes books and communicates with other children. “ says Vlad’s mother.
”The managers of all educational institutions were aware of the need to plan institutions from the perspective of inclusive education,Says Diana Pantaz, Head of the General Directorate of Floresti Education. “Teachers are also convinced of the need for new approaches to education, focusing more and more on inclusion.”
The 35 psycho-pedagogical support services remain the key structure for educational institutions, parents, children, local public authorities to find solutions on how to bring in the education of each child, and how to make friendly every child school and every kindergarten.
“The kindergarten school must avoid the needs of children and ensure an environment in which children develop and learn. Experience does not show that many educational institutions started today and about 9500 children benefit from psychological, speech therapy, psycho-pedagogical, educational support where they learn, in their communities “, remarked Virginia Rusnac, director of the Republican Center for Psychopedagogical Assistance.
The conference participants discussed the problems but also the solutions for the development of inclusive education and the role of partnerships in achieving this goal. Also, the good practices in ensuring a quality inclusive education were analyzed, which will be the basis for the elaboration of the new National Program for the development of inclusive education for the years 2022-2025 and the Action Plan.
According to the report “Analysis of the situation of children and adolescents in the Republic of Moldova 2021”, in the school year 2019/2020, approximately 9,800 children were children with special educational needs, of which only 600 are in specialized residential institutions.