In the last 15-20 years, innovations in the field of education have brought to the forefront of specialists’ attention (whether they are teachers or researchers), as well as students and parents, new and unprecedented educational situations that have put the school environment to real tests. Ideological theories such as those related to school inclusion and integration, those related to the normalization of the learning or social environment, continue to raise serious issues related to the implementation of the ideology of this educational trend imported from the West. The frequency of children with special educational needs who are included in mainstream educational institutions in Romania has increased considerably in recent decades. This fact directs teachers towards various higher education institutions that train them in the necessary competencies to achieve quality inclusive education. Regardless of when the family learns about their child’s problems, at birth or at a later developmental age, the difficulties encountered during this period require counseling or even psychotherapy in primary education. This scientific novelty consists of defining the concept of psychosocial adaptation of children with specific educational needs and developing indicators of psychosocial adaptation focused on four dominant variables. A methodology is developed for the diagnosis and initial evaluation of the level of psychosocial adaptation of children with specific educational needs in general education institutions, and the role of the psychosocial dimension in the adaptation of children is established. Psychosocial interventions are also carried out to facilitate the adaptation of children with special educational needs in general education institutions, and the efficiency of their school adaptation is correlated with psychological and pedagogical intervention, taking into account the particularities of children with special educational needs and the psychosocial context of educational institutions.