Incluziunea elevilor cu CES – implicații pedagogice
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similare conform CZU
376.1/.2 (1)
Educația, instruirea unor categorii speciale de persoane. Învățământ special (588)
SM ISO690:2012
CUCER, Angela, GEORGESCU, Maria. Incluziunea elevilor cu CES – implicații pedagogice . In: Dezvoltarea economico-socială durabilă a euroregiunilor şi a zonelor transfrontaliere, 30 octombrie 2020, Iași, România. Iași, România: Performantica, 2020, Vol.36, pp. 48-53. ISBN 978-606-685-744-4.
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Dublin Core
Dezvoltarea economico-socială durabilă a euroregiunilor şi a zonelor transfrontaliere
Vol.36, 2020
Conferința "Dezvoltarea economico-socială durabilă a euroregiunilor şi a zonelor transfrontaliere"
Iași, România, Romania, 30 octombrie 2020

Incluziunea elevilor cu CES – implicații pedagogice

Inclusion of students with CES- pedagogical implications

CZU: 376.1/.2
JEL: I 21

Pag. 48-53

Cucer Angela1, Georgescu Maria2
 
1 Institutul de Ştiinţe ale Educaţiei,
2 "Ion Creangă" State Pedagogical University from Chisinau
 
Disponibil în IBN: 5 noiembrie 2020


Rezumat

The Jomtien Declaration (1990) recommends that the world's states build their national education systems from the right of every child to full education and harmonious development, achieved through child-centered pedagogy, in which individual differences are considered a challenge and not an obstacle. ,,Inclusive education, which is part of the priorities of state education policies in Romania and the Republic of Moldova, provides for the continuous change and adaptation of the education system to meet the diversity of children and the needs arising from it, to provide quality education to all in integrated contexts and common learning environments. Approaching education from the perspective of the learner, determines the need to develop coherent policies in the initial and in-service training of teachers, outlining strategies for renewing the vocational training system, redefining the goals of this system. Integration and inclusion, therefore, require very thorough planning and in-depth training of all those who achieve the education of healthy children and those with special educational needs. As a result, we will achieve a high-performance educational system that will serve all children, their families and society.”

Cuvinte-cheie
diversity, differences, inclusion, inclusive education, society