Affiliation:
1. Petroleum-Gas University of Ploiesti, Romania
Abstract
The themes analysed in the present chapter ensure a better understanding of the issue of early childhood inclusion in order to provide a theoretical and practical framework to teachers, specialists and families: clarifications regarding the evolution of concepts and inclusion indicators described by UNICEF in 1999, which were adopted by education institutions from around the world; legislative documents facilitating inclusive education in Romania; the factors that influence parents and teachers' attitudes towards early childhood inclusion; the effects of inclusion on children with and without SEN; good practices and researches regarding early intervention and preschool inclusion for the main categories of children with special educational needs and the most challenging for teachers (intellectual disabilities, hearing and visual impairment, physical and/or locomotor impairments, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorders).
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