Education for change, located at the heart of change of education, becomes the main premise of setting up an educational system compatible with the dynamics of social phenomena, ensuring the quality of preparing individuals for the present society and Future (Antonesei, 1996). From professional experience, I can say that the most frequently manifested attitude towards the pupil with special educational needs (and society in general) is undervalorisation – mainly based on lack of success and school competence. Education has increased functions and responsibilities, being the one called to mediate the adaptation of the individual to the new socio-cultural realities. In both the plan of professional development and the one aimed at social life as a whole, it can be seen that education is shaping - 46 as a prerequisite and a result that makes the individual's attitude and conduct conditional. Last but not least, the family is the one that cementes the basic foundations for child training, depending on the tact with which the family manifests itself throughout the crisis period and after this, conditions are ensured for the development of the personal responsibility of the adolescent, which should be a priority objective, in all educational and counselling programmes for those of the same age. That is why the most recommended attitude for parents towards the requirement of independence on the part of the adolescent is, on the one hand, to teach him/her to think for him(her)self the consequences of his/her judgments and then to bear the responsibility of choice and to perform decisions so that they can cope with educational and social requirements, integrate into the collective and be accepted by it. Defended and expanded in recent decades, the new topic of integrated education is required as a functional principle and can be seen both in school policies and educational practices conducted at school, family, societal level. Therefore, learning strategies must be adapted in such a way as to correspond to the diversity and numerous learning and development styles of pupils. The term of integration seems to be quite inconvenient, soon discomfort and suspicion. He can scare, in good mind. It sends to a mobile and open conceptual reality. It should be said that the term integration can be correlated with other terms of the same semantic family, with whole, wholly, coined and unitary overall meaning. Integration must be understood as a multidimensional, not unidirectional process. It extends beyond the school or cultural plan, reaching social and political dimensions.