Tens of children with special educational needs (SENs) from 11 districts of the country benefit from inclusive education as part of the project “Piloting of inclusive education in preschool education institutions in the Republic of Moldova”. A result noted by specialists is the fact that 15 children with SENs who were earlier integrated into kindergartens now go to school. Among the benefits of inclusive education is the fact that the children with SENs develop better, while the normal kids grow up more tolerant and sensitive to the needs of people who are not like them.
Keystone Moldova and the Step by Step Education Program, in partnership with the Ministry of Education and the National Center of Psycho-Pedagogical Assistance, presented examples of good practices in the national conference “Early inclusive education: successful practices and learned lessons”. Keystone Moldova project coordinator Marcela Dilion has told IPN that not only the social attitude is a problem about inclusive education, but also the unadjusted infrastructure, especially for children with severe disabilities. The project “Piloting of inclusive education in preschool education institutions in the Republic of Moldova” tried to encourage more the involvement of all the social players so that they cooperate and ensure the inclusion of children with SENs.
The project was launched at the start of 2015 and 37 children from 11 districts have been included so far, with 15 of these going to school. Marcela Dilion said these cases are a success and a proof that inclusive education is possible if effort is made and the child easier integrates if he is helped earlier.
Tatiana David, the mother of a girl with SENs from Straseni district, said the biggest barriers are placed by parents and teachers as there are yet many shortcomings in the training of educators and teachers as regards teaching of children with disabilities. Society is not yet ready to accept children with SENs.
The participants in the conference received a guidebook entitled “Successful practices in ensuring the educational inclusion of children of school age” where there are presented the stories of 12 children whose inclusion was successful. These examples show that inclusion is possible if all the involved social players make concerted efforts.
Cornelia Cincilei, executive director of the Step by Step Education Program, said the goal of the pilot project is to identify and disseminate good practices all over the country through the agency of the central authorities.
