{"id":4868,"date":"2020-06-02T13:51:45","date_gmt":"2020-06-02T10:51:45","guid":{"rendered":"https:\/\/online.magicsens.eu\/ce-inseamna-ces\/"},"modified":"2020-06-02T13:55:26","modified_gmt":"2020-06-02T10:55:26","slug":"ce-inseamna-ces","status":"publish","type":"page","link":"https:\/\/online.magicsens.eu\/ro\/ce-inseamna-ces\/","title":{"rendered":"Ce \u00eenseamn\u0103 CES?"},"content":{"rendered":"<p>[vc_row][vc_column][vc_column_text]<\/p>\n<p style=\"text-align: center;\"><button id=\"bb1\" type=\"button\" value=\"Play\" class=\"responsivevoice-button\" title=\"ResponsiveVoice Tap to Start\/Stop Speech\"><span>&#128266; Ascult\u0103 aici<\/span><\/button>\n        <script>\n            bb1.onclick = function(){\n                if(responsiveVoice.isPlaying()){\n                    responsiveVoice.cancel();\n                }else{\n                    responsiveVoice.speak(\"S\u0103 definim cerin\u0163ele educa\u0163ionale speciale \u00a0 Conform rezumatului de politic\u0103 social\u0103 \u201eSprijin pentru copiii cu nevoi educa\u021bionale speciale (CES)\u201d elaborat de RAND Europe pentru Direc\u021bia General\u0103 pentru Ocuparea For\u021bei de Munc\u0103, Afaceri Sociale \u0219i Incluziune a Comisiei Europene, \u201e\u00een ciuda importan\u021bei universal acceptate de a sprijini copiii cu CES, nu exist\u0103 acord comun \u00een Europa cu privire la ceea ce constituie nevoi speciale \u00een educa\u021bie\u201d. Utilizarea unei defini\u021bii convenite \u00een mod comun \u00een \u00eentreaga UE este \u00eempiedicat\u0103, pe de o parte, de absen\u021ba unui sistem armonizat de clasificare pentru dificult\u0103\u021bile individuale de \u00eenv\u0103\u021bare, pe de alt\u0103 parte de diferen\u021bele din Europa \u00een etichetele utilizate pentru clasificarea copiilor cu CES \u0219i \u00eentemeiate pe \u00een\u021belegeri sociale.\", \"Romanian Female\");\n                }\n            };\n        <\/script>\n    <\/p>\n<h2 style=\"text-align: center;\"><strong>S\u0103 definim cerin\u0163ele educa\u0163ionale speciale<\/strong><\/h2>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Conform rezumatului de politic\u0103 social\u0103 \u201eSprijin pentru copiii <strong>cu nevoi educa\u021bionale speciale (CES)<\/strong>\u201d elaborat de RAND Europe pentru Direc\u021bia General\u0103 pentru Ocuparea For\u021bei de Munc\u0103, Afaceri Sociale \u0219i Incluziune a Comisiei Europene, \u201e\u00een ciuda importan\u021bei universal acceptate de a sprijini copiii cu CES, nu exist\u0103 acord comun \u00een Europa cu privire la ceea ce constituie nevoi speciale \u00een educa\u021bie\u201d. Utilizarea unei defini\u021bii convenite \u00een mod comun \u00een \u00eentreaga UE este \u00eempiedicat\u0103, pe de o parte, de absen\u021ba unui sistem armonizat de clasificare pentru dificult\u0103\u021bile individuale de \u00eenv\u0103\u021bare, pe de alt\u0103 parte de diferen\u021bele din Europa \u00een etichetele utilizate pentru clasificarea copiilor cu CES \u0219i \u00eentemeiate pe \u00een\u021belegeri sociale.<\/p>\n<p style=\"text-align: center;\"><\/p>\n<p>[\/vc_column_text][vc_row_inner][vc_column_inner width=&#8221;1\/2&#8243;][vc_btn title=&#8221;Rezumatul cercet\u0103rii RAND&#8221; style=&#8221;outline-custom&#8221; outline_custom_color=&#8221;#01339b&#8221; outline_custom_hover_background=&#8221;#01339b&#8221; outline_custom_hover_text=&#8221;#ffffff&#8221; align=&#8221;center&#8221; i_icon_fontawesome=&#8221;far fa-file-pdf&#8221; add_icon=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.rand.org%2Fcontent%2Fdam%2Frand%2Fpubs%2Fresearch_reports%2FRR100%2FRR180%2FRAND_RR180.sum.pdf|target:%20_blank|&#8221;][vc_empty_space][\/vc_column_inner][vc_column_inner width=&#8221;1\/2&#8243;][vc_btn title=&#8221;Cercetarea realizat\u0103 de RAND&#8221; style=&#8221;outline-custom&#8221; outline_custom_color=&#8221;#01339b&#8221; outline_custom_hover_background=&#8221;#01339b&#8221; outline_custom_hover_text=&#8221;#ffffff&#8221; align=&#8221;center&#8221; i_icon_fontawesome=&#8221;far fa-file-pdf&#8221; add_icon=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.rand.org%2Fcontent%2Fdam%2Frand%2Fpubs%2Fresearch_reports%2FRR100%2FRR180%2FRAND_RR180.pdf|target:%20_blank|&#8221;][vc_empty_space][\/vc_column_inner][\/vc_row_inner][vc_column_text]<\/p>\n<p style=\"text-align: center;\"><button id=\"bb2\" type=\"button\" value=\"Play\" class=\"responsivevoice-button\" title=\"ResponsiveVoice Tap to Start\/Stop Speech\"><span>&#128266; Ascult\u0103 aici<\/span><\/button>\n        <script>\n            bb2.onclick = function(){\n                if(responsiveVoice.isPlaying()){\n                    responsiveVoice.cancel();\n                }else{\n                    responsiveVoice.speak(\"Oricum, cele mai multe defini\u021bii includ un spectru larg de condi\u021bii legate de deficien\u021be fizice, mentale, cognitive \u0219i educa\u021bionale. Printre acestea, Re\u021beaua de exper\u021bi \u00een \u0219tiin\u021be sociale ale educa\u021biei \u0219i form\u0103rii (NESSE) face o distinc\u021bie \u00eentre dificult\u0103\u021bile normative \u0219i non-normative: dificult\u0103\u021bile fizice \u0219i senzoriale sunt considerate c\u0103 se \u00eencadreaz\u0103 \u00een categoria normativ\u0103, unde un acord larg privind ceea ce constituie func\u021bionarea normal\u0103 \u0219i obiectivul sunt disponibile m\u0103suri de evaluare; dificult\u0103\u021bile care nu sunt normative sunt acele tipuri de dificult\u0103\u021bi \u00een leg\u0103tura cu care nu exist\u0103 un acord cu privire la func\u021bionarea normal\u0103 \u0219i \u00een privin\u0163a c\u0103rora punctele de vedere profesionale joac\u0103 un rol relevant \u00een identificare, cum ar fi tulbur\u0103rile specifice de \u00eenv\u0103\u021bare, inclusiv dislexia. Pentru a atinge obiectivele acestui proiect, avem \u00een vedere s\u0103 ne concentr\u0103m pe cerin\u021bele educa\u021bionale speciale, dificult\u0103\u021bi non-normative \u0219i, \u00een mod special, pe cele care pot fi abordate direct de profesori, cu formare \u0219i instrumente adecvate: dislexie (tulburare de citire) disgrafie \u0219i disortografie (tulburare de scriere) discalculie (tulburare de calcul)\", \"Romanian Female\");\n                }\n            };\n        <\/script>\n    <img decoding=\"async\" class=\"wp-image-3536 size-medium alignright\" src=\"https:\/\/online.magicsens.eu\/wp-content\/uploads\/2020\/05\/teacher-kid-600px-300x300.png\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https:\/\/online.magicsens.eu\/wp-content\/uploads\/2020\/05\/teacher-kid-600px-300x300.png 300w, https:\/\/online.magicsens.eu\/wp-content\/uploads\/2020\/05\/teacher-kid-600px-150x150.png 150w, https:\/\/online.magicsens.eu\/wp-content\/uploads\/2020\/05\/teacher-kid-600px.png 600w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Oricum, cele mai multe defini\u021bii includ un spectru larg de condi\u021bii legate de deficien\u021be fizice, mentale, cognitive \u0219i educa\u021bionale. Printre acestea, Re\u021beaua de exper\u021bi \u00een \u0219tiin\u021be sociale ale educa\u021biei \u0219i form\u0103rii (NESSE) face o distinc\u021bie \u00eentre dificult\u0103\u021bile normative \u0219i non-normative: dificult\u0103\u021bile fizice \u0219i senzoriale sunt considerate c\u0103 se \u00eencadreaz\u0103 \u00een categoria normativ\u0103, unde un acord larg privind ceea ce constituie func\u021bionarea normal\u0103 \u0219i obiectivul sunt disponibile m\u0103suri de evaluare; dificult\u0103\u021bile care nu sunt normative sunt acele tipuri de dificult\u0103\u021bi \u00een leg\u0103tura cu care nu exist\u0103 un acord cu privire la func\u021bionarea normal\u0103 \u0219i \u00een privin\u0163a c\u0103rora punctele de vedere profesionale joac\u0103 un rol relevant \u00een identificare, cum ar fi tulbur\u0103rile specifice de \u00eenv\u0103\u021bare, inclusiv dislexia.<\/p>\n<p>Pentru a atinge obiectivele acestui proiect, avem \u00een vedere s\u0103 ne concentr\u0103m pe cerin\u021bele educa\u021bionale speciale, dificult\u0103\u021bi non-normative \u0219i, \u00een mod special, pe cele care pot fi abordate direct de profesori, cu formare \u0219i instrumente adecvate:<\/p>\n<ul>\n<li><strong>dislexie<\/strong> (tulburare de citire)<\/li>\n<li><strong>disgrafie<\/strong> \u0219i <strong>disortografie<\/strong> (tulburare de scriere)<\/li>\n<li><strong>discalculie<\/strong> (tulburare de calcul)<\/li>\n<\/ul>\n<p><\/p>\n<p>[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>[vc_row][vc_column][vc_column_text] [\/vc_column_text][vc_row_inner][vc_column_inner width=&#8221;1\/2&#8243;][vc_btn title=&#8221;Rezumatul cercet\u0103rii RAND&#8221; style=&#8221;outline-custom&#8221; outline_custom_color=&#8221;#01339b&#8221; outline_custom_hover_background=&#8221;#01339b&#8221; outline_custom_hover_text=&#8221;#ffffff&#8221; align=&#8221;center&#8221; i_icon_fontawesome=&#8221;far fa-file-pdf&#8221; add_icon=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.rand.org%2Fcontent%2Fdam%2Frand%2Fpubs%2Fresearch_reports%2FRR100%2FRR180%2FRAND_RR180.sum.pdf|target:%20_blank|&#8221;][vc_empty_space][\/vc_column_inner][vc_column_inner width=&#8221;1\/2&#8243;][vc_btn title=&#8221;Cercetarea realizat\u0103 de RAND&#8221; style=&#8221;outline-custom&#8221; outline_custom_color=&#8221;#01339b&#8221; outline_custom_hover_background=&#8221;#01339b&#8221; outline_custom_hover_text=&#8221;#ffffff&#8221; align=&#8221;center&#8221;&hellip;<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-4868","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/online.magicsens.eu\/ro\/wp-json\/wp\/v2\/pages\/4868"}],"collection":[{"href":"https:\/\/online.magicsens.eu\/ro\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/online.magicsens.eu\/ro\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/online.magicsens.eu\/ro\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/online.magicsens.eu\/ro\/wp-json\/wp\/v2\/comments?post=4868"}],"version-history":[{"count":0,"href":"https:\/\/online.magicsens.eu\/ro\/wp-json\/wp\/v2\/pages\/4868\/revisions"}],"wp:attachment":[{"href":"https:\/\/online.magicsens.eu\/ro\/wp-json\/wp\/v2\/media?parent=4868"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}