Analysis of the public policy changes regarding the special educational needs (SEN) concept in Romania

Abstract The objective of our study is to assess the integration of the concept of special educational needs (SEN) retrospectively and analytically within the Romanian legal framework and its consolidation as a fundamental component of national education policy. Concurrently, we aim to evaluate the effectiveness of inclusive education for children with SEN within the public education system. Methodologically, our investigation begins with a documentary analysis, examining relevant strategic documents that elucidate the contemporary understanding of SEN. Subsequently, we provide an overview of the Romanian context, drawing upon accessible secondary data, supplemented by the outcomes of a quantitative research endeavor conducted in Bihor County. This quantitative phase offers insights into the practical realities of SEN within the Romanian education system. Additionally, we reflect upon the latest national strategy aimed at facilitating a societal paradigm shift towards SEN in the ensuing years. In conclusion, while SEN has been incorporated into the Romanian public education system, its implementation does not fully align with legislative requirements, necessitating smoother execution. We conclude our analysis by posing forward-looking research questions pertinent to future investigations in this field.