Fălești: Inclusive education de jure and de facto – a process in continuous evolution

“There were times when teachers left the classroom in tears.”

The “Ion Creangă” Theoretical High School in the town of Fălești has extensive experience in inclusive education. As one of the first educational institutions to integrate children with special educational needs (SEN), coming from boarding schools, as well as children from minority ethnic backgrounds, the high school opened its doors to all who crossed its threshold, guaranteeing every child the right to inclusive, equitable, and quality education.

The school’s principal, Aliona Lungu, proudly shares that since 2008—when they enrolled their first SEN student—14 students, including children with severe disabilities, have been successfully integrated and provided with appropriate education. Currently, eight children transferred from nearby special schools are studying at the high school. At the same time, the school is attended by 35 Roma children, and their enrollment trend is steadily increasing.

Although she acknowledges that every beginning brings challenges and resistance—and that inclusive education reform was no exception—Mrs. Lungu emphasizes that, thanks to training seminars organized by the Ministry of Education and attended by the teaching staff, as well as extracurricular activities involving the community, inclusive education is now openly discussed within the school.

“Our high school is a pillar institution in the town of Fălești. The first children with SEN were integrated here. I must say that at the beginning it was difficult, because these children were viewed differently. I will not hide the fact that there were times when teachers left the classroom in tears. They did not know how to work properly with these students, as it was an entirely new experience.”

It is natural for teachers to learn, too

Ultimately, according to Mrs. Lungu, the determination and persistence of most teachers to overcome their own sense of inadequacy were decisive in bringing about change. Educators who had not previously been accustomed to inclusive models and practices had to start over, learn alongside their new students, and quickly retrain themselves—becoming more skilled and more tolerant in order to adequately respond to the needs of integrated children.

“After the seminars with Mrs. Gavriliță, the teachers seemed transformed: better prepared, more confident. They began to see these children differently and eventually understood that they needed individualized education plans, that there are methods tailored to their needs. If we speak about gifted children who require individualized plans, these children need them just as much.”

While teachers found solutions through support from authorities, greater resistance came from beyond the classroom walls. Another major challenge was parental reluctance regarding the integration of so-called “different” children into the school.

“We may all be equal, yet at the same time these children were perceived as different. They were viewed differently by other students’ parents. It was very difficult to educate parents to understand that the child integrated into our school was just like any other child. But eventually we succeeded. We organized numerous seminars and invited parents repeatedly to various activities. We promoted extracurricular initiatives aimed at educating the entire community to understand that we are all equal. It does not matter how these children are or where they come from—they needed to be integrated here.”

Breaking down walls of indifference

Over the eight years since the “walls” of indifference and discrimination were dismantled, the school has graduated several cohorts of students, preparing them for a successful future. The principal says every effort is worthwhile, especially when, years later, she receives news from students who once seemed to have no prospects:

“We have graduates. Last year, we had a student with SEN. Although he is visually impaired and suffers from a progressive illness, he is very optimistic. He is extremely intelligent and has an outstanding memory. He is now studying at the College of Informatics in Chișinău and is doing well. We also have graduates continuing their studies in Romania.”

These are also the students who, over the years, have taught teachers profound life lessons.

“What amazes me most about these children is that they never accept being viewed differently or pitied. They want to be seen and treated like all other children,” the principal says, adding that “the reform was indeed a good one,” as it marked a turning point in Moldovan education and contributed to changing attitudes among both teachers and parents. This shift is clearly visible in the behavior of the current generation of students.

It is not poverty that impresses—But spiritual wealth

Among the examples she shares, the principal mentions students from economically disadvantaged families. Yet it is not poverty that impresses, but rather their “spiritual wealth.”

“We had a girl with disabilities who graduated from the lower secondary level. She joined us in the seventh grade. When it was time for her integration, her classmates already knew her from the ‘For You’ community center, where they often visited her. When I introduced her to the class, I did not expect such warmth and goodwill. She felt so welcomed. Upon graduation, both she and her mother thanked us for standing by her. She is now studying at the Medical College in Chișinău.

We also have a third-grade student with mobility impairments. Although we currently do not have an access ramp, other students always offer to help him,” Mrs. Lungu recounts.

Building a friendly teacher–Student relationship is an art

Teachers adopt an individualized approach with each student. The educational process takes into account children’s developmental characteristics and needs. The principal notes that in many cases, students transferred from special schools did not primarily face health issues but rather pedagogical neglect. If not addressed responsibly and with understanding, this can lead to the development of insecurities and other factors that hinder healthy growth.

For this reason, the school has established a Resource Center, where a designated support teacher assists the eight students with SEN in catching up academically through adapted programs.

“Children with health issues can attend regular lessons for one or two hours at most. They tire easily. At the Resource Center, they follow a more relaxed schedule. We even had a case when a child needed to sleep—we allowed it. At the center, they learn through play, read if they wish, use computers. Children with severe disabilities are accompanied to regular classes by the support teacher.”

Relationships between teachers and students must be built on mutual trust and understanding. Such an approach often fosters strong attachment, and the responsibility students attribute to their teachers is sometimes almost parental in nature.

“We once had social assistance representatives who wanted to speak with these children. Because the students were so attached to the support teacher and class teacher, they refused any communication until they were assured both had given permission. At one point, one child reacted aggressively, and the class teacher had to intervene to calm him,” the principal recounts.

At the Resource Center, various project activities such as “Child-Friendly School” are also organized, providing academic support to other students.

“The support teacher also helps them with homework. We are especially pleased that Roma children frequently seek assistance. They regularly come forward and ask for help.”

Such work yields meaningful results both for students and for the school as a whole, Mrs. Lungu concludes. Moreover, these achievements are appreciated by visitors from Moldova and abroad, including the United Kingdom and Italy.