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Analysis of the Factors Influencing the Favorable Participation of Students with Special Needs in Public Tertiary Education in Romania

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  • Camelia Stăiculescu

    (Department for Teacher Training, Bucharest University of Economic Studies, 010371 Bucharest, Romania)

  • Violeta Mihaela Dincă

    (Department of Business Administration, in Foreign Languages, Bucharest University of Economic Studies, 010371 Bucharest, Romania)

  • Andreea Gheba

    (The Executive Unit for Financing Higher Education, Research, Development and Innovation (UEFISCDI), 010362 Bucharest, Romania)

Abstract

Even though research focused on inclusive education in Romania for institutions within the primary and secondary education system has been carried out, there are not many studies that approach the factors determining a favorable inclusion of students in higher education institutions. The central goal of the article consisted in investigating what impacts the willingness and openness for inclusive education for Romanian universities and the potential impact of five constructs of variables applied on fifteen universities from Romania. The outcomes of the quantitative (econometrical) analysis (a survey based on a questionnaire) showed the major impact of the variables of “policies and structures of the university”, “curriculum and pedagogy/teaching strategies”, “community and social integration”, and “accessibility and resources for students” (all focused on students with special needs) on the “willingness and openness for inclusive education” for Romanian universities. The variable of “communication and transparency” (focused on students with special needs) was associated with a medium influence on the “willingness and openness for inclusive education” for Romanian universities. This paper underlines the importance of incorporating the necessary training, support, flexibility, and resources to respond to a variety of student needs in order to improve inclusive education within higher education institutions in Romania.

Suggested Citation

  • Camelia Stăiculescu & Violeta Mihaela Dincă & Andreea Gheba, 2022. "Analysis of the Factors Influencing the Favorable Participation of Students with Special Needs in Public Tertiary Education in Romania," Sustainability, MDPI, vol. 14(17), pages 1-16, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:17:p:10803-:d:901688
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    References listed on IDEAS

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    1. Marios A. Pappas & Chara Papoutsi & Athanasios S. Drigas, 2018. "Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece," Social Sciences, MDPI, vol. 7(6), pages 1-15, June.
    2. Rosa-Eva Valle-Flórez & Ana María de Caso Fuertes & Roberto Baelo & Sheila García-Martín, 2021. "Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities," IJERPH, MDPI, vol. 18(21), pages 1-21, November.
    3. Ana María Ortiz Colón & Miriam Agreda Montoro & María Jesús Colmenero Ruiz, 2018. "Toward Inclusive Higher Education in a Global Context," Sustainability, MDPI, vol. 10(8), pages 1-13, July.
    4. Katia Vladimirova & David Le Blanc, 2016. "Exploring Links Between Education and Sustainable Development Goals Through the Lens of UN Flagship Reports," Sustainable Development, John Wiley & Sons, Ltd., vol. 24(4), pages 254-271, July.
    5. Moriña, Anabel & Carballo, Rafael, 2017. "The impact of a faculty training program on inclusive education and disability," Evaluation and Program Planning, Elsevier, vol. 65(C), pages 77-83.
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