The complex diagnosis: the formative learning approach in Romania

Verza, Emil; Gheorghe, Radu; Popovici, Doru Vlad

doi:10.1080/0300443032000103124

Cited by 2 publications

(1 citation statement)

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“…A diagnosis would then be assigned on the basis of whether a child: (a) meets the criteria for one or more of the 14 categories as defined in each state's law; (b) has a disability which adversely affects educational performance; and (c) needs special education and related services (Hallahan & Kauffman, 2003). In Romania, the diagnosis of children with special needs and their placement in special education settings involves the Territorial Commission of Diagnosis and Selection and the Commissions of Complex Assessment (Verza et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Overrepresented Minorities in Special Education in the United States and Romania: Comparison between African-American and Roma Populations in Disability Studies

Walker

2008

Research in Comparative and International Education

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This manuscript briefly examines minority participation within the school population that is eligible for special education services -namely, African Americans in the United States and the Roma population in Romania. A large percentage of students from both minorities come to school unprepared to learn and they remain behind because of the simultaneous action of several factors, such as family values, material support for child education, evaluation team members' and teachers' perceptions and expectations, insufficient student and parent guidance, and institutional racial/ethnic discrimination. Children coming from minority groups, and from low-socio-economic-status families, are more likely to be identified as having special needs in both the United States and Romania.

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Section: Introductionmentioning

confidence: 99%