35 | archiv euromedica | 2021 | vol. 11 | num. 5 | THE DIFFICULT PATH TO SCHOOL — THE SCHOOLING OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS DURING THE PANDEMIC ABSTRACT — Schooling at all levels from kindergarten to high school has sufered during the pandemic, as the school system has had to readjust to stimulate pupil's attention, rethinking teaching methods, maintaining a healthy climate of interaction between teacher and pupil, teacher and parents, but also between colleagues in the same group study. Te management of these parameters becomes all the more delicate in the case of students with special educational needs during the during the COVID-19 pandemic. Tat is why the preliminary investigations must be thoroughly completed (thorough medical, psychiatric, psychological, pedagogical anamnesis, schooling in the family having a great role here, then rigorous clinical and paraclinical investigations followed only in the last stage of placing the child in a diagnostic class and then stating its requirements). Tere is a white-gray territory of students who do not have an accurate diagnosis but who still require more attention and special teaching methods. False mental retardation unfortunately still creeps among the diagnoses received by children in some situations, all the more difcult to make a diferential diagnosis during the pandemic where communication of all kinds is afected. Modern combined pedagogical methods can be managed in combination for the message to reach the benefciaries as clearly and comprehensively as possible and the impact on the pupil should be the expected one. Te establishment of an interdisciplinary team allows the facilitation of this approach to make the path towards school (be it virtual) easier for all students to create a climate in which the pupil can complete himself to his maximum capacity. KEYWORDS — school; special educational needs; inclusive education; false mental retardation. Eva-Maria Elkan 1 , Beatris Cela Stan 1 , Ana-Maria Papuc 1 , Ariela Elena Ban 1 , Roxana Elena Bogdan Goreftei 1 , Diamanta Luminița Bulai 2 , Maria Magdalena Enache 3 , Grigore Ionascu 4 1 Faculty of Medicine and Pharmacy, Dunarea de Jos University of Galati, Galati; 2 Galati County Center for Resources and Educational Assistance, Galati; 3 “Mă bucur de Viață/“I Enjoy Life” Association Galati, Galati, Romania 4 “Ion Creanga” State Pedagogical University of Chisinau, Chisinau, Moldova cojocarumariaeva@yahoo.com Received 25 August 2021; Received in revised form 15 September 2021; Accepted 20 September 2021 INTRODUCTION Te education of students with SEN in the type of pandemic is subject to a holistic vision, which inte- grates educational, social, medical, biological, anthro- pological, cultural and relational factors (Adăscăliței, 2020; Damian et al., 2017; Frumos, 2018; Stăncescu et al., 2020). First of all, defning these requirements becomes much more difcult during the pandemic, desomatization of the child, and then categorizing his needs must be done with great tact and caution, so as not to place the wrong child in groups that require him skills below the level of his possibilities and intellect (Burlea et al., 2010). Fundamental principles regard- ing the education and development of the child ALL children have the right to education. EVERY child can learn. Romania has signed international agreements in which it assumes the transformation of Romanian schools into inclusive schools. METHODS We have developed an intervention model for children with special educational requirements during pandemics, identifying the needs but also the specifcs of the possibility of approaching them. The Models in Approaching Disability Te problem of defciency can be approached from the perspective of two models: the individual, of medical inspiration (which considers that the difcul- ties of people with disabilities are due to their biologi- cal and psychological inferiority) and the social, which emphasizes the maladapted social environment, being considered to be generator of difculties people with disabilities. Te dominant model was (and unfor- tunately continues to be) the individual one, which emphasizes the individual impairments or disabilities considered addictive. Te individual model postulates that the problems faced by people with disabilities are nothing but the direct consequences of their specifc defciencies. Te medical model projects a dualism that tends to state that “valid” people would be better or superior to those with disabilities. Tus, the image of the latter comes to be identifed with mercy, fear and charity. Te hypothesis is justifed that it would be legitimate for others to do things for people with disabilities, rather than doing things with them. Table http://dx.doi.org/10.35630/2199-885X/2021/11/5.9 CHILD AND ADOLESCENT PSYCHIATRY