When is the Integration of Students with Special Educational Needs Successful? - A Good Practice Example - School N.O. Brasov, Romania
Keywords:integration, school culture, children with special educational needs
AbstractThe issue of integrating children with special educational needs in mainstream school is still debatable.However, there are situations where the integration of children with special educational needs is successful and all those involved are satisfied. What are the factors that contribute to achieving true integration? Is it about a certain school environment or some teachers? Is it about parent involvement or school leadership? To answer the research question of this study, we have raised the hypothesis that school culture (values, teachers’ perceptions on integration, leadership) determines the success of integration.The goal of this study is to analyse the educational actors’ perceptions (students, teachers, managers and parents) and the school culture which promotes human diversity.The study in question was embedded in a constructivist-interpretivist paradigm, which employed both quantitative and qualitative methods for data collection.A questionnaire regarding students’ and teachers' perceptions on integration and focus-groups were used. A case study of a primary school (School N.O. from Brasov) was conducted.A number of 1oo participants were included in the study, teachers, parents and students from primary schools of Brasov.One of the main conclusions of the research is that the integration of children with special educational needs depends on several factors: from the school culture that promotes social values such as tolerance, respect for difference, etc. to teachers directly involved in integration activities and parents who accept and understand the benefits of integration for all children.
How to Cite
Ioana Roxana, Alina Oana, & VOINEA, M. (2018). When is the Integration of Students with Special Educational Needs Successful? - A Good Practice Example - School N.O. Brasov, Romania. European Journal of Social Science Education and Research, 5(2), 91–98. https://doi.org/10.26417/ejser.v5i2.p101-108
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