The Role of the Interdisciplinary Team in Inclusive Education

Ph.D. Candidate Mihaela CIOBANU Grasu ()
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Ph.D. Candidate Mihaela CIOBANU Grasu: ”Al. I. Cuza” University Iasi, Doctoral School of the Faculty of Philosophy and Social-Political Sciences, specializing in Sociology, Bd. Carol I, nr. 11, cod 700506, Iasi, Romania

Conferinta Stiintifica Internationala Logos Universalitate Mentalitate Educatie Noutate - Lumen International Scientific Conference Logos Universality Mentality Education Novelty, 2011, vol. 1, 52

Abstract: Inclusive education requires to recognize that all children have the right to learn, including those with disabilities, involves acceptance and equal valuation of all. Currently the decision on inclusion of a child with special educational needs in mainstream schools is taken following an evaluation of the child and receiving support from specialists (teachers supporting, school counselor, speech therapists), which helps teachers. In addition some schools have developed partnerships with various NGOs that support the inclusion process. Through a qualitative approach, interviews with support teachers, teachers, managers in inclusive schools, parents of children with special educational needs, etc.), this article examines collaboration between professionals in inclusive education. Will be highlighted as positive aspects (collaboration in the development and implementation of student personalized intervention programs, tailored program, the worksheets, assessment tests, discussing the progress of children, searching for solutions to problems raised by students) and the difficulties (the rivalry between specialists, passing responsibility, that are coordinated by different institutions).

JEL-codes: A23 I2 Z0 (search for similar items in EconPapers)
Date: 2011
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev10b:v:1:y:2010:i::p:52

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