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Teodor Mircea Alexiu, Elena-Loreni Baciu, Johans Tveit Sandvin and Andreea Georgiana Birneanu
In our paper we will try to explore the process of reforming the “special needs education” ideology of the Romanian school system toward the European target called “inclusive education”. Following the method of inquiry named Institutional Ethnography, our study investigated first the everyday dysfunctional experiences of special needs populations approaching the scholar system, and then the institutional response for these dysfunctionalities, the final target being a better understanding and finding solutions to the problematics encountered.
After the dissolution of the communist regime very few disabled students succeeded to be integrated in the general education and these happy cases happened in the prestige schools with dedicated teachers and mainly because of the huge efforts of the parents. The most part of the disabled students had to address the old special schools (much less organized and financed than they used to be) to get vocational training for the special protected units that disappeared in the meantime.
An inclusive school would be fit for an inclusive society but when the labour market and society as a whole is excluding this category, the segregated education seem the proper approach and illustrate the reproductive efforts of the society through the education in the Bourdieu perspective.
In fact the “inclusive education” European model seems still far for Romania. Even the objective is clear the path is still unclear, due the discriminatory resistance of the society. A learning process is needed but the process seems difficult because “students” refuse to learn it and teachers seem very hard to find.
The lower level of education for health and school education among vulnerable groups from Romania is an important part of the vicious circle of poverty and social removal, in particular for Roma minority. The quality of education and health related to this minority group is correlated with cultural aspects and the Roma attitude toward those determinants factors.
The study relies on data obtained after questioning a number of 50 people, Roma that immigrated in Rennes, France and 50 Roma from Mironu, Valea Moldovei County, Suceava city. The results of the research show a considerable difference between the attitude of the Roma people from France compared with the attitude of the Romas from Romania regarding the health services and the education that they benefit. The immigrants have a positive attitude regarding the school and the medical services, after applying the quiz it can be said that they are pretty unpleased of the Romanian services than the foreign ones.
Although, the Roma minority has the support of the authorities in Rennes and also in Mironu, support for social inclusion and adaptation in a local community, but they are reluctant in accepting these benefits. The programs developed for helping them hadn’t had the expected results, though.
Health and education have a specific purpose in developing the society in general. Now we can say that solving the problem with the access to education and health for Roma minority represents the key of their social and economic integration.
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