摘要：AbstractProblem Statement:In a research done by the Quality of Life Research Institute, called “Quality of life in Romania, 2010”, it was found that 29% of Romanians people considers accessibility at education as low and very low, which means that, overall, the system education in Romania does not provide equal access to education for all categories of population. Depending on the area of origin, overall, the rural population has an unfavorable perception (35% consider the availability of education as “low” and “very low”) in relation to urban areas (only 25% of them being the same opinion).Purpose of StudyIn experimental studies we have been focused on the following objectives:1. to identify needs and risk situations for facing children from disadvantaged communities;2. to perform a comparison between the situation of children from disadvantaged communities, school age and preschool;3. to identify the perceptions of parents of children from disadvantaged communities on activities within the school/kindergarten;Methods:Research tools used were:1. Questionnaire on collaboration between parents and teachers to integrate school children from disadvantaged communities (applied to teachers and parents) 2. Focus groups held with parents of children from disadvantaged communities and teachers 3. Applying a socio-educational intervention projects for preschool children coming from poor communities for 6 months Research sample consists of 90 people, female and male, aged between 3 and 45. Investigated group consists of preschool and school age children small, their parents and teachers. Subjects were three distinct sub-samples: a first sub-sample consisted of 10 teachers from primary and pre-school, the second consisted of 40 children of school age and preschool, and the third sub-sample of 40 parents.Conclusions and RecommendationsFrom the analysis of responses obtained from questionnaires we identified factors affecting abandonment and non-schooling children, that limits access to education for children from disadvantaged communities: factors relating to the family environment (poor material and financial situation of the family, low education level of parents, attitudes reserved mistrust towards school, etc.);factors relating to the education system (low involvement of teachers, limited financial and human resources, etc.);factors relating to lack of motivation for school children, school adjustment problems; factors relating to influence society. Access to education for children from disadvantaged communities is a problem such as education and socio-economic development of a child's education is strongly influenced by family environment.
