ACCESS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS TO EDUCATION IN RURAL AREAS: REALITIES AND DIRECTIONS FOR INTERVENTION

Abstract

The paper analyzes the access of children with special educational needs (SEN) to education in Romania’s rural areas, highlighting the main difficulties and directions for intervention aimed at increasing school inclusion. Starting from the principle of equal opportunities enshrined in national and international legislation, the research emphasizes the existence of significant disparities between urban and rural areas regarding educational infrastructure, human resources, and available support services. The methodology combined documentary analysis, interpretation of official statistical data, and the application of questionnaires and semi-structured interviews with teachers from rural schools. The findings indicate that although teachers’ attitudes toward inclusion are generally positive, the shortage of support teachers, the absence of school counselors, and insufficient equipment represent major barriers to the integration of children with SEN. The paper proposes several directions for intervention, such as expanding the network of educational support services, continuous professional development for teachers in rural areas, equipping schools with adapted materials, and encouraging local partnerships between schools, families, and communities. The main conclusion underlines the need to strengthen inclusive education policies so that the rural environment becomes an equitable and accessible educational space for all children, regardless of their special needs.