About project


Aim and objectives

Increasing the degree of integration of pre-school children and pupils belonging to vulnerable groups in mainstream schools in order to assure, on a long term, both their personal success and their studies’, inside a coherent and stable framework from the educational, social and institutional view points in the county of Bistriţa-Năsăud.

Therefore, we intend to:

  • detail the concept of inclusive education as a strategic target in the Horizon 2020 County Strategy, in the School Inspectorate development plan as well as in the development plans of the schools teaching children with certain disabilities, learning difficulties or Rroma children, all this being correlated with accompanying actions.
  • Set up an Educational Centre for children with autism and other development disorders
  • train 105 teachers in using inclusive teaching methods in order to integrate an even greater number of children with learning difficulties,
  • train 50 specialists (counsellors, psychologists, speech therapists) in order for them to acquire the necessary work competence in dealing with children having autism or connected conditions, and with children with special educational needs.
  • integrate, in 6 yearsț time, a thorough vision on inclusive education in 2 public entities ISJ and Consiliul Județean, 8 public authorities (town halls) and 14 schools in Bistriţa-Năsăud county.
  • increase the degree of social responsibility and information regarding children’s rights for 8 educational communities in order to diminish inequalities and to improve the measures taken with a view to fighting discrimination and social exclusion at least in the next 6 years.
  • decrease the level of marginalisation and discrimination of people with autism, special educational needs or Rroma.
  • Act against mainstream schools teachers’, pupils’ and their parents’ mentality for a better understanding of the particular requirements of children with autism or special educational needs, increasing the level of socialing of pupils with autism or special educational needs by directly exposing them to the behaviour of their neuro-typical peers, increasing tollerence, accepting and appreciating diversity for the pupils in mainstream schools, strengthening the chances of school integration of children with autism and creating adaptive environments for their integration in mainstream schools, thus implementing the European norms regarding the rights and needs of people with such disabilities.

Initial Status :

  • children with autism do not benefit from inclusive education in mainstream schools and most of them do not benefit from any kind of formal education.
  • out of the 864 disabled children, 393 do not go to school or have left school.
  • of the 68 children with autistic disorders, who have a disability certificate in our county, 12 have never been to school and 28 go to special schools.
  • in 2012 there were 8628 children who have never gone to school, children with different disabilities, autism included.
  • at present, there are 3.240 disabled children among the 3 to 6 year-olds who do not attend any form of education, but the authors think their number might be underestimated.
  • over 2.700 severely disabled children between 7 and 10 years of age do not attend school.
  • children with autism attending mainstream schools individually benefit from specialised NGO’s support and, in most cases, from companions paid by their parents or by NGOs.
  • there is a great percentage of Rroma people in the communities involved in the project, even 20 – 30 % (Lechința, Teaca), so the school leaving rate is high.
  • in their case, learning difficulties are frequent and the children’s parents are not capable of helping them as they themselves, in their turn, are illiterate in many cases.
  • the tendency to decrease the number of pupils in special schools and assigning disabled children in mainstream schools, but without enough support, have augmented the risk of school (Horga et al, 2009)
  • disabled children represent an important category as to school leaving rate in primary schools.
  • integrating special educational needs children in mainstream schools has been, in Romania, an educational policy measure abruptly implemented, without sufficient preparation of the educational system, even as to the necessary material resources involved.
  • the first obstacle to surpass both in the case of the demand and of the offer for special educational needs children refers to the scarce development of a true culture of inclusion – inside and outside school as well.