Children with special educational needs (SEN) - a challenge for the present Romanian society.

Modern pedagogical theories have begun to spread in special education in Romania, which uses specific methods for the recovery and education of children with disabilities, but has remained deficient in terms of integration of children with disabilities in public schools in Romania, due to the lack of specialists at national level to use specific methodologies in a differentiated manner. A 2007 OECD synthesis report on education policies for at-risk and disabled pupils in South-Eastern Europe identifies factors considered to be "barriers or facilitators to inclusion" and equity in education in all countries covered by the assessment. These include: the economic situation of the country, the legal framework, poor diagnosis, lack of pre-school education for some at-risk groups, lack of quality of education for children with ESC in mainstream schools, lack of statistical data, insufficient teacher training, negative attitudes towards children who do not have disabilities (bullying) which generate marginalisation, inadequate attitudes of their parents and teachers in mainstream schools, prejudice, 'lack of responsibility, oversized classes, very demanding work' for both pupils and teachers, insufficient resources, limited access to other complementary services, difficulty in implementing a multidisciplinary approach, lack of a system for monitoring individual children's progress. Our paper aims to analyse the extent to which our country is able to respond to the major challenge of remedying all these unfavourable aspects, in the shortest time possible, through a holistic approach, integrating the education system, the health system, the social welfare system and all relevant actors, in order to support the inclusive and remedial education of children with special educational needs and their integration into society. [ABSTRACT FROM AUTHOR]