The Minister of Education officially announces two major decisions that were taken for schools all over Romania following discussions that took place during the past days, and the first of them concerns the decentralization process, one intended to substantially improve the quality of the educational act.
The Minister of Education also talks about special education in Romania, and this is because changes are also being made there as part of these decisions, and the complex explanations for what will be achieved within the Romanian education system can be read below, although it is not he knows when they will come.
"The decentralization process will be initiated by reconfiguring the activity of extracurricular education at the level of the national education system. Children's palaces, children's clubs and school sports clubs will be reorganized as extracurricular education units and will be part of the school network. The staff employed at the level of these extracurricular education units maintain their status as full-time teaching staff at the level of the national education system.
The heritage components, the lands and the buildings of the extracurricular education units, considering the specifics and spread of the zoned structures, will be part of the public domain and will be administered by the county councils. The change of destination can only be done with the approval of the Ministry of Education. The other components of the material base will be the property of extracurricular education units and will be administered by the boards of directors, according to the law.
Under the conditions of highlighting the importance of supporting special education, the integration of students with SEN into mainstream education will be done gradually, only to the extent that at the level of mainstream pre-university education units, the specific conditions will be ensured from the perspective of the existence of qualified human resources (counselors, teachers support and teaching staff trained for the education of children with CES), as well as from the perspective of the existence of dedicated infrastructure (psycho-pedagogical offices, resource rooms....).
To ensure the schooling of students with CES, according to the levels of support that meet their educational requirements, offering them both teaching flexibility and specific interventions: speech therapy, physical therapy, school counseling, psychological interventions, as well as various curricular adaptations and changes types of psychopedagogical assistance.
Depending on the level of support, specific methodological tools will be developed to ensure their operationalization and functionality through strategies for adaptation, augmentation, modification, compensation, dispensing, assistive and access technologies, personalized educational plans, individualized educational plans and personalized intervention plans . The National Center for Inclusive Education will manage the teacher training component."
