Moldova has made progress in recent years in education, particularly in including children with disabilities in schools. As a result, the number of children with special educational needs (CES) in educational institutions has increased. These findings are part of a study conducted by UNICEF in collaboration with the Ministry of Education and Research, IPN reports.

The study, based on focus groups and in-depth interviews, shows an increase in the number of caregivers who believe that children with CES belong in schools or kindergartens—40% in 2024, compared to 6% in 2007. However, the acceptance rate of children with different types of disabilities in educational institutions is lower for children with intellectual disabilities.

The greatest reluctance is observed toward children with severe intellectual disabilities or those with aggressive behavior that might endanger other children and whose behavior is difficult to manage. A significant portion of the study participants, particularly teaching staff, supported the selective integration of children with CES into educational institutions.

The study also reveals that both caregivers and teachers involved in the research acknowledge that schools are not sufficiently prepared to accept children with CES. While attitudes are gradually improving, the pace of change is very slow. Schools are doing relatively well in terms of staff attitudes and tolerance toward children with CES, but they perform poorly or very poorly regarding technical conditions for these children.

Dan Perciun, the Minister of Education and Research, stated that significant salary increases are planned for the Republican Center for Psychopedagogical Assistance (CRAP) starting in 2025, which should ensure adequate staffing at the district level.

Additionally, assistive devices have been procured for children with severe visual and hearing impairments. A legal framework for inclusive units has been established, with the objective of opening several such units next year.

Maha Damaj, UNICEF’s Country Representative in the Republic of Moldova, stated that the study reflects a collective dedication to understanding and improving the inclusion of children with special educational needs in mainstream schools by evaluating policies, practices, and attitudes. The number of CES students has doubled in the past decade, and it is encouraging that 95% of these students are integrated into regular schools. In her view, these children should not be seen as a burden but as children who can learn alongside their peers.