Towards an Identification of Critical Success Factors for European Inclusive Education

Family–SEN School Collaboration and Its Importance in Guiding Educational and Health-Related Policies and Practices in the Hungarian Minority Community in Romania

“…The SEN child is, thus, at the center of all levels, and his or her development, reaching the upper limit of his or her ability to be educated, should be the common goal of all actors in the system. Starting from this theoretical conclusion, we can develop the intervention steps at the policy and practice levels that we outlined in the practical field [3,4].…”

“…The focus in special education is on learning and growth, but adherence is also important in development, as it is the responsibility of the parents. Teacher education and the professional development of teachers are particularly important to the success of the implementation of inclusion [3,4]. They should prepare teachers to communicate with parents on behalf of the child with the appropriate empathy and knowledge.…”

“…The data were analyzed using constructivist grounded theory, which is an inductive, iterative method. With our research, we add a new element to the trend characterized by Najev Čačija and their colleagues [3,4], in which they conducted research in three peripheral European countries using the GT methodology with the aim of generating a theoretical model based on the experiences of experts. This time, we are building on the experiences of special education teachers.…”

“…As a result, mental health needs to be understood from biological, psychological, and societal perspectives, and there is a need to simultaneously target numerous complex elements to enhance mental health [1,2]. As in other peripheral European countries, [3,4] in Romania, disability perceptions and equal opportunities issues have undergone significant changes in the last decades in terms of education and the structure of the different care systems. However, a negative evaluation still surrounds the segregated specialized institutions, which are institutionalized and, following the European countries' model, perform various roles, such as special education, habilitation-rehabilitation, skills development, or even talent management.…”

“…A systematic approach to the topic is not without precedent in the literature. Najev Čačija et al [3,4]-based on the work of Kyriazopoulou and Weber-distinguish three system levels: the macro (legal and national context), mezzo (practice in school), and micro (classrooms and the interaction between students and teachers). Parents and families play an important role at all three levels [3,4].…”