Physical education and sport through the centuries 2014, 1(1), 53-64 ISSN 2335-0660

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Original research article

Tatiana Nela Balint

Keywords

Corresponding author

Tatiana Balint

tatiana.balint@gmail.com

Physical education and sport through the centuries 2014, 1(1), 53-64 ISSN 2335-0660

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INTRODUCTION

"Education for All: Meeting Basic Learning Needs"

Education "is the process of learning, based on the extraordinary plasticityof the human higher nervous activity, on the conditioning processes for adapting theexperience (information) storing processes, on the organization of behaviours usefulfor the adaptation through sorting, transfer and generalization, imitation(spontaneous and voluntary), on the contamination, but especially therationalization of the social, moral, ideological values, and on the relationship thatthe individual has with them" 1

Integration

Inclusion3

Inclusive education

Integrated education5

Special education

1 chiopu, Dic ionarul de psihologie/The Dictionary of Psychology 1997 2 P un, E., 1999, as cited in Vr jma , T., 2001 3 according to Vr jma , T., 2001 4 according to UNICEF, 1999. 5 Verza, E., 1988, as cited in Vr jma , T., 2001

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education"tabula

rasa" specialized education

earn the

granting of equal rights

elaboration and promotion ofthe normalization principle

"Education

for All in the year 2000"

6 UNESCO, 1983, as cited in Vr jma , T., 2001.

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exclusion from education

inclusive education

The World Programme of Action Concerning Disabled Persons (the1982 UN General Assembly Resolution) "The education ofdisabled persons must be done within the regular school system,"

The European Community (Union),

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The World Conference, "Education for All: Meeting Basic LearningNeeds," where Ministries of Education from around the world met inJomtiem, Thailand, in 1990,

1992 Council of Europe

The 1993 UN General Assembly

The Salamanca Statement and Framework for Action on Special NeedsEducation (1994) themost effective means of combating discriminatory attitudes, creatingwelcoming communities, building an inclusive society and achievingeducation for all; moreover, they provide an effective education to themajority of children and improve the efficiency and ultimately the costeffectiveness of the entire education system" (according to a document editedand published by UNICEF, 1999).

Recommendations:

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World Summit for Social Development (Copenhagen, 1995)

The International Commission on Education for the twenty firstCentury, in 1996

1997 Geneva UNICEF Committee

the negative attitudes in society often lead to abuse andneglect

the knowledge regarding support for children with disabilitiesis fragmented between different groups of professionals

policies based on charitable interventions and less on rights

the focus continues to be on the children, on their adaptationto the system (integrated education), not on changing thesystem (inclusive education)

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The World Education Forum (Dakar, 2000)

inclusion principle.

The cultural dimension

The strategic dimension

The practical dimension

preparing the special needs pupils

the comprehensive and multidisciplinary assessment of thespecial needs pupils

counseling the special needs pupils

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specifying the exact role and place of the educational inclusionproject for the special needs pupil

knowing the inclusive school principal's position in regards tothe educational inclusion process;

informing the teachers

the way in which the teachers are involved in the educationalinclusion process

cooperation with the interdisciplinary teams

involving the family in the activities of assessing and creatingpersonalized educational programs for their own child (OT);

informing and preparing the classroom pupils to properlysupport and interact with the special needs pupil

counseling the normal pupils' parents

Organization models of integrated education for pupils withdisabilities

a. The model of cooperation between the special school and theinclusive school

b. The model based on organizing a special classroom for thespecial needs pupils in the inclusive school;

c. The model based on using separate instruction rooms andresources in the inclusive school;

d. The model based on an itinerant teacher, specialized in specialneeds children's activities, who works at the regular school;

e. The common model, based on an itinerant teacher, specializedin special needs children's activities, who teaches all the specialneeds children in a geographical area

The specialized educational program

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CONCLUSIONS

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REFERENCES:

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