The present article is a qualitative research, aiming to answer the following question: "What is the parents' view regarding the integration of the students with special needs into mainstream schools?" In order to answer this question, the group interview method was employed. The focus group was attended by ten respondents, parents of the typical students of an urban school at the lower secondary school level. The results showed a positive attitude towards people with disabilities in general, but the degree of tolerance and acceptance of the parents decreases when it comes to integrating students with special educational needs with their own children. The data processed through content analysis is a starting point for future research into the community attitudes towards the inclusion of the students with special needs.

The aim of this study, “The effects of the game on the cognitive and non-cognitive development in students with special educational needs in inclusive schools” is to present a model of good practice that will favour the inclusion of the students with special educational needs. Starting from this aim, the following assumptions are formulated: 1) The students with special educational needs in inclusive classes who will participate in the training through games will achieve significantly better results in the recovery process than those who will not participate in the training through game, 2) The students with special educational needs in inclusive classes who will participate in the computer-based training will have significantly better results in the recovery process compared to the students who will participate in the training through classic game. The non-parametric test "Mann-Whitney" for independent samples shows that there are statistically significant differences between the experimental group and the control group in the post-test phase (p <.05) for most development areas tested: communication and vocabulary, reading, writing, grammar, spatial orientation, temporal orientation, cognitive behaviour, image memory, pre-numbering, addition, subtraction, behaviour. There were no statistically significant differences between the two groups (p>.05) in the following areas of development: motor development, body schema, graphics rendering, color, shape, numerical memory, numbering. The non-parametric test for Mann-Whitney independent samples shows that there are no significant differences between the classic game and computer games (p>.05), both of them bringing benefits in the recovery process of the students with special educational needs. An explanation might be the permanent presence of the computer in children's lives, which makes them lose interest in this method.

Integration of persons with disabilities is a matter of topical interest. Although the current educational system encourage and promote the educational integration, the process of integration of children with special educational requirements (SEN) in the inclusive schools is still, in contemporary society a real challenge. In the current context, investigating and reevaluation of the solutions for the recovery of children with disabilities is required. Starting from these ideas, the present article proposes a new forms of support for the child with disabilities through the game. Thus, the first part of the article presents general considerations relating to the game and finally are offered examples of games to develop the skills for writing-reading and numbers to students with special needs.

he present article is a quantitative research which responds to the following question: what is the attitude of the typical students towards the inclusion of their colleagues with special needs. The attitudes of typical students were measured using a scale designed for this purpose. The results showed a positive attitude towards inclusion. The attitude was also influenced by factors such as gender. Through the paper "Educational Implications of Game in Students with Special Educational Needs from Inclusive Schools", a new way of inclusion was suggested, the inclusion through game addressed to the whole community. The key groups involved in the inclusion process and the proposed objectives for each target group are thus presented: teaching staff: 1) identifying teachers' attitudes towards the integration of the students with special needs in mass education, 2) changing the teachers' attitudes through games; students with special educational needs: 1) designing and testing some forms of support through game; the parents of typical students: 1) identifying the attitudes towards the integration of students with special needs in mass education; typical students: 1) identifying the attitude towards the integration of students with special educational needs in mass education

The purpose of this study was to change TEACHERS’ ATTITUDE REGARDING THE INCLUSION OF THE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. The attitude of the teachers who will participate in the training through game designed to change the attitude towards the students with special educational needs will change positively, compared to the attitude of the teachers who will not participate in the training. The attitude of the teachers who participated in the change of attitude training through game changed positively, compared to the attitude of the teachers who did not participate. The non-parametric test Mann-Whitney for independent samples shows that there are statistically significant differences between the experimental group and the control group in all three dimensions of attitude (p <.01) In addition, the T Wilcoxon test shows the differences between the pre-test stage and the post-test phase within each group. It is noted that for the control group, there are no statistically significant differences between the two stages, whereas in the case of the experimental group there are statistically significant differences from one stage to another (.00, p <.01). The degree of acceptance of the students with special educational needs will increase significantly in the teachers who will participate in the computer game training, compared to the teachers who will participate in the classic game training. The results of the „Mann-Whitney U Test” show that there are no significant differences between the experimental groups (p> .05), which indicates that both programs can effectively contribute to changing the teachers’ attitudes towards integrating disabled students