Abstract
The paper offers comments regarding the evolution of the educational inclusion project that has run under the Tempus Programme for three years in Romania, in the light of the new educational legislation context. The manner in which the new legislative documents support the educational inclusion will be analysed bearing in mind that these are not documents addressed particularly to the field of special education or to the integration trend in education.
The newly issued educational documents describe and sustain the main directions of the reform in education in Romania and they answer calls for change that are increasingly consistent from the practice and research domain. My special focus will be on the points of legislation regarding the national curriculum, school organization, teacher training, community involvement that make the educational system of Romania more inclusive and on the way these answer the needs of the educational inclusion programmes that run in Romania in special education. The bases of my discussion will be the outcomes and needs of the inclusion programmes, expressed by the formal evaluators and other factors implied, such as researchers, teachers, children themselves, and their family members, and the topics that the educational documents describe in order to meet these needs.
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