摘要：AbstractProblem StatementThe main dimensions polarizing attitudes and behaviours of the implied actors in the education of disabled children are: the degree of tolerance and level of implication in their education. According to these two coordinates, we can distinguish four attitudinal and behavioural models: the emphatic model, the “militant” model, the apathetic model, the “routine” model. Recognizing these models, and seeing their percentage in social life, we can think to a solution and a program which will open a door to education in a natural school environment, and not as a special institution for disabled children.Purpose of StudyThis research started from the hypothesis according to which the lack of competence and specific instruments for working with these children makes it difficult for a real integration for these children in a school. In spite of this, we believe that through constructive conversations with healthy children in the same class with their disabled colleagues, with their parents. Moreover, with the help of the teachers we think we could change the existent negative opinion, offering a chance for education for disabled children, thus becoming an impediment for school abandonment. This research has been undertaken on a group of 90 people: children (boys and girls), teachers.FindingsThe purpose of this research was to emphasize that thelack of competence and specific instrumentsfor working with disabled children makes it difficult for the real integration process of this children in school to occur. This becomes the main cause of school abandonment for disabled children, as well as their labeling and marginalization.ConclusionsThe adults within the system (teachers, school counselors) need a period of formation for working with disabled children. An efficient formation is, in the others opinion, one based on concrete examples, working models which can be easily implemented. For this, a special program would be necessary that will have certain activities. The participation of healthy children at the educational process, in the same time as their disabled colleagues, could increase the level of cohesion for the class and diminish the rate of school abandonment.
