Incluziunea copiilor cu cerințe educaționale speciale în educația timpurie: dificultăți și direcții de intervenție practică [Articol]

Abstract

The integration of children with special educational needs (SEN) in kindergartens in the Republic of Moldova transcends the simple application of a pedagogical principle, becoming an expression of educational humanism and the right to equity. The study pursues an in-depth analysis of the systemic and cultural challenges that endanger authentic inclusion, from the scarcity of human and material resources, to persistent mental and institutional barriers. Through an applicative-reflective approach, the article proposes its own intervention model, developed from the perspective of the practitioner specialist, which integrates complex assessment, individualized planning, adaptation of the educational environment and continuous training of the actors involved. At the center of the approach is the child, seen as a unique subject of the educational process, and inclusion is redefined as an act of pedagogical co-creation. The results emphasize that the success of this process requires an alliance between educator, family and community, based on knowledge, empathy and ethical responsibility. Thus, inclusive early childhood education is no longer a simple legal obligation, but an expression of the social and professional maturity of the educational system.