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Dix années de reformes aux niveaux de l’enseignement
obligatoire dans l’Union Européenne (1984-1994), l’Unité européenne
d’EURYDICE, Bruxelles, 1997

9
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3 XQ ( Bazele socio-SHGDJRJLFH DOH HGXFD LHL LQWHJUDWH În:
9HU]D(úL3 XQ((GXFD LDLQWHJUDW DFRSLLORUFXKDQGLFDS1RLHPEULH
1998, p.17-20.

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personale”.6
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4
Legendre, R. Dictionnaire actuel de l’éducation, Paris, ESKA,
1993, p.307.
5
Regulile Standard prLYLQG (JDOL]DUHD ùDQVHORU SHQWUX 3HUVRDQHOH FX
+DQGLFDS5H]ROX LD$GXQDUHD*HQHUDO D1D LXQLORU8QLWHD-a
sesiune din 20 decembrie 1993.
6
Radu, Gh. SSHFLILFXO WXOEXU ULORUGH]YROW ULLODFRSLLLGHILFLHQ L. În:
E. Verza (coord.), Ghidul educatorului 8QLYHUVLWDWHD %XFXUHúWL – DPC
EU/Phare, 1997, p.65.

12
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13
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pedagogice adecvate.
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capitalul cultural, în special cel lingvistic, cu care vine copilul din
familia de origine.
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sau diILFXOW LGHvQY DUH.
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DSDUL LD sintagmei "FRSLOFXFHULQ HVSHFLDOHGHHGXFD LH".

7
Vlad, Elena. 3URWHF LD MXULGLFR-VRFLDO  úL VSHFLDO  D FRSLOXOXL FX
FHULQ H HGXFDWLYH VSHFLDOH ÌQ ( 9HU]D úL ( 3 XQ FRRUG (GXFD LD
LQWHJUDW DFRSLLORUFXKDQGLFDS1RLHPEULHS9.

15
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Ideea 1 - OLPLW ULOH vQ FDSDFLW LOH GH DGDSWDUH apar în
contextul furnizat de mediul standardvQFDUHHYROXHD] FRSLLLGLQ
DFHHDúLJHQHUD LHúLDWXQFLHVWHQHFHVDUVSULMLQHGXFDWLYVXSOLPHQWDU
pentru cei cu nevoi speciale;
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generale sau personale, care sunt utilizabile pentru ameliorarea
YLH LL FRSLOXOXL VDX DGROHVFHQWXOXL SULQWU-R SHULRDG  GH VSULMLQ úL
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când evaluarea persoanei cu CES FRSLO DGROHVFHQW WkQ U HVWH
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RSHUDW  GH DFHDVW  LGHH WULPLWH OD YL]LXQHD XPDQLVW  GHVSUH QHYRLOH
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indiferent de intervalul valoriz ULLVRFLDOHvQFDUHFLQHYDVHSODVHD] 
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'UHSWXULOH RPXOXL VH VXV LQ PDL SUHJQDQW DWXQFL FkQG vQ FDX]  HVWH
copilul.
(OHYL FX GLILFXOW L GH vQY DUH, indiferent de sursa acestor
dificult LVXQWFHLFDUHULVF V QXVHvQVFULHSHGLUHF LDILQDOLW LORU
HGXFD LRQDOHFXYRFD LHXQLYHUVDO 8
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WLQGVSUHIRUPDUHDSOHQDU DILLQ HLXPDQHSULQ
ƒ GH]YROWDUHLQWHJUDO DWXWXURUGLPHQVLunilor individului;
ƒ autonomie;
ƒ adaptare la mediu;
8
Legendre, R. Op.cit. p.612.

16
ƒ capacitate de comunicare.
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spre:
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care face parte;
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FRQGL LRQDW  VRFLDO úL SHUVRQDO &RQGL LLOH GH VDWLVIDFHUH D
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sociale.
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UH]ROYH GLILFXOW LOH PDQLIHVWDWH GH HOHY vQ SODQXO GH]YROW ULL
vQY ULLúLLQVWUXLULLIRUPDWLYH
Termenul "special" este utilizat pentru a desemna ceea ce se
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17
HVWH GHVWLQDW XQRU ILQDOLW L SDUWLFXODUH &RSLOXO VDX DGROHVFHQWXO
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a caracteristicilor de acest tip a fost utilizat special cu sensul de
ocazional, remarcabil sau rar, deosebit. Nu este utilizat pentru a
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FDOLWDWLYYDULDELO 

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RELúQXit.
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educatLYH GH U VSXQV OD QHYRL JHQHUDOH úL VSHFLDOH LQGLYLGXDOH úL
categoriale.
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GH OLPLW UL GLILFXOW L WXOEXU ULQXFXVFRSGHHWLFKHWDUHFLSHQWUX
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VDX GH WXOEXUDUH FX QXPH S VWUDW GLQ YRFDEXODUXO PHGLFDO VDX
GHIHFWRORJLF QXPDL SHQWUX GHVHPQDUHD FDUDFWHULVWLFLORU VSHFLILFH úL
SHQWUX DSHOXO OD LQWHUYHQ LLOH corectiv-UHFXSHUDWRULL FXQRVFXWH úL
verificate.

18
 $FHDVW PRGDOLWDWHGHUDSRUWDUHGHODSDUWLFXODUODJHQHUDOHVWH
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comunitar, profesional.

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Evaluarea elevului cuprinde:
ƒ FDSDFLW LOH LQWHOHFWXDOH FD UH]XOWDQW  D IXQF LRQ ULL SURFHVHORU
cognitive;
ƒ DELOLW LOHGHFRPXQLFDUH
ƒ DGDSWDUHDVRFLDO 
ƒ VWDELOLWDWHDHPR LRQDO 
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ƒ VWDUHDGHV Q WDWH
$O WXUL GH HYDOXDUHD DFHVWRU IDFWRUL SHUVRQDOL GH QDWXU 
DIHFWLY FRJQLWLY úLIL]LF VXQWLQYHVWLJD LIDFWRULVRFLDOLIDPLOLDOL

9
Legendre, R. Dictionnaire actuel de l’education, Paris, ESKA,
1993, p. 483.

19
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FRSLO RSRUWXQLW L GH FRPSHQVDUH D GHILFLHQ HL úL GH GH]YROWDUH D
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DQXO  R WLSRORJLH UHVWUkQV  D GHILFLHQ HORU SURSULX-zise, cu
încadrare a cazurilor în grade de intHQVLWDWH2WLSRORJLHUHFXQRVFXW 
GH LQVWLWX LLOH OHJDO LQYHVWLWH FX DGPLQLVWUDUHD XQXL GRPHQLX DUH
FRQVHFLQ HvQSODQXULOHILQDQFLDUúLGH263

10
&RQVLGHU P F  DWULEXWXO GH HGXFD LRQDO HVWH PDL FXSULQ] WRU úL QX
ODV GHRSDUWHFRSLLFDUHFHOSX LQvQSULPDHWDS DLQWHUYHQ LHLVSHFLDOL]DWe,
QXVXQWRULHQWD LF WUHRXQLWDWHGHvQY PkQW

20
 ÌQFDGUDUHD vQ WLSXULOH UHFXQRVFXWH GHWHUPLQ  MXULGLF GUHSWXO
XQXL FRSLO VDX DGROHVFHQW OD SURWHF LH úL HGXFD LH VSHFLDO  FX WRDWH
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vQVFULH vQ DULD GHVHPQDW  SHQWUX SURWHF LH úL HGXFD LH VSHFLDO  6-a
proiectat o evaluare complex  D HOHYXOXL FDUH HVWH GLQDPLF  úL
LQWHUGLVFLSOLQDU 
(YDOXDUHDSVLKRORJLF are în obiectiv atât constatarea stadiului
GH GH]YROWDUH FkW úL D SRWHQ LDOXOXL GH DFKL]L LH D VWUXFWXULORU
VXELDFHQWH FXQRDúWHULL úL WU LULORU (YDOXDUHD SRWHQ LDOXOXL GH
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GLILFXOW LORU GLQ GH]YROWDUH DU FRQWULEXL HVHQ LDO OD DWLQJHUHD
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• FRPXQLFDUHúLOLPEDM
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• PDWXUL]DUHVRFLDO 
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VXEDVSHFWXOGXEOXDOQLYHOXOXLDFWXDOúLDOSRWHQ LDOXOXLGHDFKL]L LL
úFRODUHúLSURJUHV
(YDOXDUHDVRFLRORJLF UHOHY SUREOHPHOHGLQPHGLXOIDPLOLDOúL
úFRODU GLILFXOW LOH VRFLR-HFRQRPLFH GLILFXOW LOHvQUHOD LLDIHFWLYH
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RS LXQLOHDSDU LQ WRULORUúLSHUVRQDOXOXLGHHGXFD LHúLvQY PkQW
(YDOXDUHDPHGLFDO evidHQ LD] GH]YROWDUHDIL]LF úLVWDUHDGH
V Q WDWH VSHFLILFkQG IDFWRULL FDUH SRW GHWHUPLQD GLILFXOW L úL
DEVHQWHLVP úFRODU %LODQ XO VW ULL GH V Q WDWH VH ILQDOL]HD]  FX
UHFRPDQG UL SULYLQG SUHYHQ LD LQDGDSW ULL úFRODUH úL SURPRYDUHD
HGXFD LHLSHQWUXV Q Wate.
'LDJQR]D HGXFD LRQDO  FRPSOH[  HYDOXHD]  FRSLLL FX &(6 SH
XUP WRDUHOH GLPHQVLXQL FRPSOHPHQWDUH LQWHJUkQG HYDOX ULOH
VSHFLDOLúWLORU

21
• OLSVXULLQVXILFLHQ H
• LQFDSDFLW LOLPLW ULIXQF LRQDOH
• GH]DYDQWDMH VSHFLILFH IL]LFH SVLKRORJLFH VRFLDOH úL  VDu
economice);
• SRWHQ LDO GH SURJUHV HYROX LH  GH]YROWDUH SULQ HGXFD LH 
vQY DUH
• WLSXULOH GH vQY DUH FDUH vL IDYRUL]HD]  GH]YROWDUHD DUPRQLRDV  D
SHUVRQDOLW LL
• de ce DQXPH DUH QHYRLH HGXFDWLY FXUULFXOXP LQGLYLGXDOL]DW úL
cumRIHU DFHVWDMXWRUF LOHúLPLMORDFHOHDVLVWHQ DSHGDJRJLF 
úLVRFLDO 
• GXUDWDúLLQWHQVLWDWHDDVLVWHQ HLSHGDJRJLFHFRPSOHPHQWDUH
• HYDOXDUHD GLYHUVHORU VWUDWHJLL XWLOL]DWH vQ DFRUGDUHD DVLVWHQ HL
psihopedagogice cu scop educativ complementar.

'(),1, ,,25,(17$7,9(

Elevul handicapat printr-RGHILFLHQ YL]XDO este cel la care

HYDOXDUHDRIWDOPRORJLF UHOHY ODILHFDUHRFKLRDFXLWDWHYL]XDO VXE
DSUR[VDXVWUkPWDUHVHPQLILFDWLY DFkPSXOXLYL]XDOGXS 
FRUHF LDFXOHQWLOHFXH[FHS LDSURWH] ULLSULQVLVWHPHRSWice speciale
VDXFRUHF LHLFXOHQWLOHGHSHVWHGLRSWULL
+DQGLFDSXO YL]XDO FD GH]DYDQWDM JHQHUDW GH LQVXILFLHQ D VDX
OLSVD DFXLW LL YL]XDOH GLDJQRVWLFXO FOLQLF VH VWDELOHúWH SULQ
FRPSDUD LD vQWUH UHVWDQWXO PRUIRIXQF LRQDO úL VROLFLW ULOH DFWLYLW LL
GLDJQRVWLFXOIXQF LRQDO(OVHSRDWHvQVFULHvQXUP WRDUHOHIRUPXOH
GHGLDJQRVWLFFOLQLFFRQIRUPFULWHULLORUGHH[SHUWL] PHGLFDO 
• FHFLWDWH DEVROXW  FkQG VH SHUFHSH YL]XDO PLúFDUHD PkLQLL
SUH]HQ DOXPLQLLVDXQXVHSHUFHSHOXPLQD
• cecitate pracWLF  FX DFXLWDWH YL]XDO  GH ODSkQ OD
FXFRQVLGHUDUHDIXQF LRQ ULLXQLWDUHDFHORUGRLRFKL
• ambliopie, FX DFXLWDWH YL]XDO  GH OD  SkQ  OD  YDULDQW 
FXGLYHUVHFRPELQD LLvQFDGUXODFHVWXLLQWHUYDOvQWUHFHLGRL

22
 RFKL úL FX UH]XOWDQW  WUDQVSXV  vQ JUDGH GH DPEOLRSLH PLF 
PDUHJUDY 
• VF GHUH YL]XDO  XúRDU  FkQG DFXLWDWHD YL]XDO  HVWH FXSULQV 
vQWUHúLODRFKLXOFHOPDLDIHFWDW
6XQWSRVLELOHXUP WRDUHOHJUDGHDOHGHILFLHQ HLIXQF LRQDOH
• SURIXQG FX$9 VXE
• seveU FX$9 -1/10;
• PRGHUDW FX$9 -1/3;
• XúRDU FX$9 -2/3.
$FHVWHJUDGHDOHGHILFLHQ HLIXQF LRQDOHVHVWDELOHVFvQUDSRUWFX
HILFDFLWDWHDFRUHF LHLSULQOHQWLOHRIWDOPRORJLFHúLFXvQFDGUDUHDDOWRU
GLVIXQF LL RFXODUH GLVFURPDWRSVLL WXOEXU ri ale vederii binoculare,
VWUDELVPúLDOWHDIHF LXQL
*UDGXO KDQGLFDSXOXL SRDWH IL FRQVLGHUDW PDL XúRU VDX PDL
DFFHQWXDWvQUDSRUWFXVROLFLW ULOHDFWLYLW LLSULQFLSDOHGHVI úXUDWHGH
SHUVRDQDSXUW WRDUHDGHILFLHQ HL
(YDOXDUHD IXQF LRQ ULL HOHYXOXL FX handicap vizual UHOHY 
FDUDFWHULVWLFLVSHFLILFHFHGHYLQQHYRLVSHFLDOHGHHGXFD LH
ƒ OLPLW ULvQFRPXQLFDUHDED]DW SHOLPEDMXOVFULVFXGHSLVWDUHD
úLIRUPXODUHDXUP WRDUHORU&(6
• nevoia de material didactic adaptat pentru ambliopi
(bine imprimat, cu scULV P ULW VDX SHQWUX QHY ] WRUL
VFULVvQDOIDEHW%UDLOOHvQUHOLHIvQUHJLVWU ULVRQRUH
• nevoia antrenamentelor de utilizare a materialelor de
SURWH]DUHúLDPDWHULDOHORUGLGDFWLFHDGHFYDWH
• QHYRLDvQY ULLFRGXULORUGHVXEVWLWX LHvQFLWLWúLVFULV
• FHULQ DXQXLvQY PkQWDGDSWDWSHQWUXvQ HOHJHUHDXQRU
FRQFHSWHúLGH]YROWDUHDVWUXFWXULLFRJQLWLYH
ƒ OLPLW UL vQ UHDOL]DUHD XQRU DFWLYLW L QHFHVDUH GHUXO ULL YLH LL
FRWLGLHQHHOHQHFHVLW 
• antrenamente speciale;
• adaptare de curriculum;
• DVLVWHQ RFD]LRQDO VDXSHUPDQHQW 
ƒ OLPLW ULDOHGHSODV ULORUFHQHFHVLW 
• antrenament specific;
• DGDSW ULDOHPHGLXOXLHGXFD LRQDO

23
 • DVLVWHQ SHUVRQDO RFD]LRQDO 
Elevul cu handicap auditivHVWHFHOODFDUHHYDOXDUHDGHF WUH
VSHFLDOLVWXO25/UHOHY XQSUDJPHGLXDODFXLW LLDXGLWLYHGHSHVWH
 GHFLEHOL OD VXQHWH SXUH GLQ ]RQD FRQYHUVD LRQDO   
+]ODXUHFKHDFHDPDLEXQ 
Diagnosticul clinic VH UDSRUWHD]  OD HWLRORJLH úL VHJPHQWXO GH
analizator afectat:
♦ criteriile etiologice deosebesc tipuri de surdiW L HUHGLWDUH WLSXO
6LEHUPDQQ WLSXO 6KHLEH WLSXO 0DOGLQL HWF úL VLQGURDPH
asociate, cum ar fi sindromul Asher;
♦ FULWHULXO ORFDOL] ULL GHRVHEHúWH VXUGLWDWHD GH WUDQVPLVLH
VXUGLWDWHDGHSHUFHS LHúLVXUGLWDWHDPL[W 
3UHFL]DUHD WLSXOXL HVWH QHFHVDU  vQ adoptarea conduitei
WHUDSHXWLFHúLvQUHFRPDQGDUHDSURWH]HL
Gradele GHILFLHQ HL IXQF LRQDOH VH VWDELOHVF GXS  FULWHULXO
pierderilor de auz. Pierderile de auz sunt repartizate de BIAF pe
XUP WRDUHOHLQWHUYDOH
• SLHUGHUHD GH SHVWH  GHFLEHOL UHSUH]LQW  XQ deficit auditiv
profund VXUGLWDWH VDX FRIR]  FkQG VH SRW DX]L GRDU VXQHWH
IRDUWHSXWHUQLFHFDUHSURYRDF VHQ]D LLGXUHURDVH
• pierderile de 90- GHFLEHOL UHSUH]LQW  XQ deficit sever
KLSRDFX]LH VHYHU  FkQG VH SRW DX]L ]JRPRWH VXQHWXO YRFLL úL
unele vocale;11
• pierderile de 40- GHFLEHOL UHSUH]LQW  XQ GHILFLW PHGLX
KLSRDFX]LH PRGHUDW  FX S VWUDUHD DX]XOXL OD FRQYHUVD LD GH
foarte aproape.
,QVWLWXWXO 1D LRQDO GH ([SHUWL]  0HGLFDO  vQFDGUHD]  GHILFLWHOH
vQXUP WRDUHOHLQWHUYDOH
• peste 80 db. pierdere aXGLWLY  GHILFLHQ JUDY SURIXQG 
• între 80- GE SLHUGHUH DXGLWLY   GHILFLHQ  DFFHQWXDW 
VHYHU 
• între 70-GESLHUGHUHDXGLWLY  GHILFLHQ PHGLHPRGHUDW 
• între 35-GESLHUGHUHDXGLWLY  GHILFLHQ XúRDU 

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ÌQDFHDVW VFDO FDúLvQDOWHOHHFKLYDOHQWHVHLJQRU XQVHJPHQWDLFL
intervalul 70-GEGLQUD LXQLQHHYRFDWH

24
 În aceste arii sunt înscrise úLWXOEXU ULOHIXQF LRQDOHYHVWLEXODUH
FXGHILFLHQ HOHGHHFKLOLEUXGHGLYHUVHJUDGH
• GHILFLHQ JUDY GHHFKLOLEUXDWXQFLFkQGSR]L LDRUWRVWDWLF HVWH
LPSRVLELO  vQ FUL]  FkQG WXOEXU ULOH VXQW vQVR LWH GH IHQRPHQH
YHJHWDWLYHúLDWkWSUREHOHVSRQWDQHFkWúLFHOHSURYRFDWHVXQWQHW
pozitive;
• GHILFLHQ DFFHQWXDW GHHFKLOLEUXDWXQFLFkQGSR]L LDRUWRVWDWLF 
HVWH SRVLELO  GDU GLILFLO GH PHQ LQXW vQ FDUH H[LVW  QLVWDJPXV
VSRQWDQ úL R PDUH GLIHUHQ  IXQF LRQDO  vQWUH FHOH GRX  VLVWHPH
vestibulare;
• defLFLHQ  PHGLH GH HFKLOLEUX GDF  DFX]HOH VXELHFWLYH VXQW
vQVR LWH GH QLVWDJPXV VSRQWDQ VDX GHYLD LL QHWH VDX OD SUREHOH
SURYRFDWHVHFRQVWDW RGLIHUHQ IXQF LRQDO GHSHVWHvQWUH
FHOHGRX VLVWHPHYHVWLEXODUH
• GHILFLHQ  XúRDU  GH HFKLOLEUX GDF  DFuzele subiective de
DPH HDO  VXQW vQVR LWH GH GHYLD LL OD SUREHOH VWDWLFH  GLQDPLFH
VDXH[LVW RGLIHUHQ IXQF LRQDO ODSUREHOHSURYRFDWHvQWUHFHOH
GRX VLVWHPHYHVWLEXODUHGHFHOSX LQ
¾ Elevul handicapat printr-o GHILFLHQ DXGLWLY PHGLHJUDY
VDX VHYHU poate avea unele sau toate caracteristicile specifice
GHILFLHQ HL FKLDU GXS  FH DX IRVW XWLOL]DWH SURWH]H GLYHUVH (O
SUH]LQW OLPLW ULúLFHULQ HVSHFLDOH
ƒ /LPLW UL vQ vQY DUH úL FRPXQLFDUH YHUEDO  FH JHQHUHD] 
DQXPLWHFHULQ HVSHFLDOH
• teKQLFLVSHFLDOL]DWHSHQWUXvQY DUHDOLPEDMXOXLYHUEDO
• vQY DUH úL XWLOL]DUH D PLMORDFHORU GH VXEVWLWX LH vQ
FRPXQLFDUH ODELROHFWXU  GDFWLOHPH OLPEDM PLPLFR-
gestual);
• PHWRGH SHGDJRJLFH DGHFYDWH SHQWUX vQY DUHD FLWLULL úL
scrierii;
• apel la serviciile unXL LQWHUSUHW vQ DQXPLWH VLWXD LL GH
UHFHS LHVDXWUDQVPLWHUHGHLQIRUPD LL
ƒ 'LILFXOW L vQ GH]YROWDUHD FRJQLWLY (lacune în dezvoltarea
FRQFHSWHORUFHQHFHVLW XQvQY PkQWDGDSWDW
ƒ 'LILFXOW LvQGH]YROWDUHDOLPEDMXOXLRUDOFDUHDQWUHQHD] 
• nevoia unui vQY PkQWDGDSWDW

25
 • QHYRLDGHDUHFXSHUDvQWkU]LHULOHGHvQY DUHvQJU GLQL 
úLúFRDODSULPDU 
Elevul cu handicap fizic HVWH FHO FDUH DUH OLPLWDW  DXWRQRPLD
SHUVRQDO  vQ vQGHSOLQLUHD UROXULORU VRFLDOH LQFOXVLY FHO GH HOHY GLQ
FDX]D XQHL GHILFLHQ H PRWRULL VDX QHXURPRWRULL VDX XQHL GHILFLHQ H
organice (somatice sau viscerale). Handicapul fizic poate fi
GHWHUPLQDW GH GHILFLHQ H FDUH VXQW FODVLILFDWH PHGLFDO vQ FDWHJRULL
PXOWLSOH 6HPQXO GLVWLQFWLY HVWH F  RULFH GHILFLHQ  IL]LF  WXOEXU 
dezvoltarea armonLRDV  D FRUSXOXL VDX RUJDQLVPXOXL úL DIHFWHD] 
PRELOLWDWHDFDSDFLWDWHDPRWULF úLGHHIRUWIL]LFúLVDXSVLKLF
Sursele de handicap sunt constituite din:
ƒ GHILFLHQ HIL]LFHPRUIRORJLFHúLIXQF LRQDOH
ƒ WXOEXU ULGLQVIHUDSVLKRPRWULFLW LL
ƒ EROLúLGLVIXQF LLYLVFHUDOH
'HILFLHQ HOH IL]LFH conduc la modificarea structurii oaselor,
PXúFKLORU úL DUWLFXOD LLORU PRGLILF UL PRUIRORJLFH SUHFXP úL OD
SHUWXUE UL DOH DFWLYLW LL RUJDQLVPXOXL PRGLILF UL SVLKRIL]LFH úL
fiziologice).
'HILFLHQ HOHPRUIRORJLFH pot fi globaleGHFUHúWHUHH[HPSOX
VWDWXU  VXE  P GH QXWUL LH H[HPSOX REH]LWDWH  GHELOLWDWH
IL]LF GHDWLWXGLQLYLFLRDVH LQXW úLSUH]HQWDUHULJLG LPRELO VDX
FX WRQXV H[DJHUDW DVLPHWULL GH SR]L LH GHWHUPLQDWH GH WXOEXU UL DOH
procesului GH RVLILFDUH H[HPSOX SR]L LH ULJLG  VDX JOREDO
DVLPHWULF  GH WRQXV PXVFXODU H[HPSOX vQ PLRSDWLL QHGH]YROWDUHD
VDX GHWHULRUDUHD HVXWXOXL PXVFXODU GH IRUP  úL FRQVLVWHQ  D
oaselor (exemplu, întârzieri în osificare, displazie etc.).
'HILFLHQ HOH PRUIRORJLFH SDU LDOH SULYHVF XUP WRDUHOH
VHJPHQWH GLQ FRUS FDSXO P ULPHD PDUH  PLF  RDVHOH IH HL
GLYHUVH PDOIRUPD LL JkWXO vQFOLQDW VDX U VXFLW PHPEUHOH
VXSHULRDUHvQvQWUHJLPHLQHJDOHDVLPHWULFHU VXFLWHVDXLPSODQWDWH
vicios, cu traumatisme), FRDWHOH DQWHEUD HOH GHJHWHOH PHPEUHOH
LQIHULRDUH vQ vQWUHJLPH LQHJDOH FX vQFOLQD LL úL SR]L LL GLIHULWH FX
WUDXPDWLVPH úROGXULOH JHQXQFKLL ODEHOH GHJHWHOH VHJPHQWH DOH
WUXQFKLXOXLWRUDFHDEGRPHQFRORDQ ORUGR] FLIR] VFROLR] 
Deficien HOHIXQF LRQDOHDOHVLVWHPHORUQHXURPRWRULLVHUHIHU 
OD IXQF LLOH PRWULFH DOH VLVWHPXOXL QHUYRV FHQWUDO úL SHULIHULF VDX OD
DQDOL]DWRUXOFHPLMORFHúWHUHDOL]DUHDIXQF LHLPRWULFHDRUJDQLVPXOXL
26
7XOEXU ULOH QHXURPRWRULL IXQF LRQDOH SRW IL GH HFKLOLEUX Vtatic,
HFKLOLEUXGLQDPLFFRRUGRQDUHDPLúF ULORUúLDSXF ULL
8QHOH WXOEXU UL QHXURPRWRULL DX HWLRORJLH úL PDQLIHVW UL FH VH
vQFDGUHD]  vQ FODVLILF UL úL HQWLW L QRVRORJLFH GHILQLWH vQ UDSRUW FX
QLYHOXO úL JUDYLWDWHD OH]LXQLL SDUDOL]LL SDUH]H PHPEUul sau
membrele afectate (monoplegii sau monopareze, paraplegii sau
parapareze, tetraplegii sau tetrapareze, hemiplegii sau hemipareze).
$OWH WXOEXU UL FXP DU IL KLSHUFKLQH]LLOH VXQW DWULEXLWH XQRU
OH]LXQL GLIX]H GLYHUV VLWXDWH úL H[WLQVH vQ VXEVWDQ D QHUYRDV 
+LSHUFKLQH]LLOH VH PDQLIHVW  SULQ PLúF UL OLSVLWH GH FRRUGRQDUH úL
FRQWURO FDUH FUHHD]  XQHRUL SULQ DPSOLWXGLQHD ORU GLILFXOW L vQ
vQY DUHDúFRODU 
În evaluarea elevilor cu CESVSHFLDOLúWLLVLVWHPDWL]HD] DFHVW
GRPHQLX vQ GRX  VXUVH SULQFLSale de handicap: GHILFLHQ D PRWRULH
VDXQHXURPRWRULHúLGHILFLHQ DRUJDQLF YLVFHUDO .
Elevul handicapat printr-R GHILFLHQ  QHXURPRWRULH VDX
motorie HVWH FHO OD FDUH HYDOXDUHD HIHFWXDW  GH SHUVRQDO FDOLILFDW
UHOHY XQDVDXPDLPXOWHDWLQJHULGHRULJLQHQHUYRDV PXVFXODU VDX
RVWHRPXVFXODU 
Elevul cu handicap provenit dintr-RDVWIHOGHGHILFLHQ SUH]LQW 
unele caracteristici generatoare de nevoi speciale:
• DQWUHQDPHQWHGLYHUVHGHDELOLWDUHPRWULF úLSVLKRPRWULF 
• DMXWRUúLVXV LQHUHvQvQGHSOLQLUHDXQRUDFWLYLW L
¾ Când elevul este handicapat printr-o GHILFLHQ 
QHXURPRWRULH SURIXQG  HYDOXDUHD IXQF LRQDO  UHOHY  FX WRW
DMXWRUXO WHKQLF úL GH SURWH]DUH FHO SX LQ XQD GLQ FDUDFWHULVWLFLOH
XUP WRDUH
ƒ OLPLWDUHLPSRUWDQW DFRPXQLF ULL, care face necesar apelul la
PLMORDFHGHVXEVWLWX LH
ƒ OLPLWDUHD IXQF LLORU ELRORJLFH importante, care cere un
DQWUHQDPHQW VSHFLDO úL R DVLVWHQ  UHJXODW  SHQWUX vQGHSOLQLUHD
DFWLYLW LORUFRWLGLHQH
ƒ OLPLW UL LPSRUWDQWH vQ SODQXO PRELOLW LL FDUH VROLFLW  DMXWRU
pentru dezYROWDUHDPRWRULHúLSHQWUXGHSODVDUH
¾ $WXQFL FkQG HYDOXDUHD UHOHY  R GHILFLHQ  VHYHU  se
FRQVWDW 

27
ƒ GLILFXOW LvQvQY DUHDFRPXQLF ULL
ƒ GLILFXOW L vQ UHDOL]DUHD DFWLYLW LORU GH DSXFDUH
(prehensiune);
ƒ GLILFXOW L vQ UHDOL]DUHD DFWLYLW LORU FRWLGLHQH (îngrijire
FRUSRUDO KU QLUH
ƒ PRELOLWDWHUHGXV FDUHDIHFWHD] GHSODVDUHD
,QVWLWXWXO 1D LRQDO GH ([SHUWL]  0HGLFDO  LQH VHDPD vQ
VWDELOLUHDJUDGXOXLGHILFLHQ HLGHXUP WRDUHOHFULWHULLIXQF LRQDOH
• SRVLELOLWDWHDUHDOL] ULLSUHKHQVLXQLLúLJHVWXDOLW LLvQDIHF LXQLOH
membrelor toracice;
• SRVLELOLWDWHD RUWRVWDWLVPXOXL úL PHUVXOXL vQ DIHF LXQLOH
PHPEUHORUSHOYLQHúLFRORDQHLYHUWHEUDOH
• localizarea la un membru sau la ambele membre.
ÌQ ]RQD GHILFLHQ HORU PRGHUDWH úL XúRDUH DSOLFDUHD FULWHULLORU
conduceODVWDELOLUHDXUP WRDUHORUvQFDGU UL
• GHILFLHQ  IXQF LRQDO  PHGLH PRGHUDW , pentru ambele
membre superioare (toracice), atunci când prehensiunea este
SLHUGXW 
• GHILFLHQ XúRDU DWXQFLFkQGSUHKHQVLXQHDHVWHGRDUOLPLWDW 
• GHILFLHQ D IXQF LRQDO  HVWH FRQVLGHUDW  PHGLH PRGHUDW 
SHQWUXXQVLQJXUPHPEUXLQIHULRUSHOYLQúLFRORDQ YHUWHEUDO 
DWXQFLFkQGDGDSWDUHDODRUWRVWDWLVPúLPHUVHVWHUHGXV 
• GHILFLHQ D HVWH XúRDU , atunci când adaptarea la ortostatism
SUHOXQJLWúLODPHUVSHGLVWDQ HPDULHVWHUHGXV 
• GHILFLHQ D IXQF LRQDO  HVWH medie PRGHUDW  SHQWUX DPEHOH
PHPEUH LQIHULRDUH úL FRORDQ  YHUWHEUDO  DWXQFL FkQG SHUPLWH
GRDU XQ RUWRVWDWLVP FX VSULMLQ GH VFXUW  GXUDW  úL R GHSODVDUH
GLILFLO SHGLVWDQ HPLFL
• GHILFLHQ D HVWH XúRDU atunci când permite ortostatism
LQWHUPLWHQWúLGHSODV ULSHGLVWDQ HPLFL
0DQLIHVW ULOHFHGHS úHVFDFHVWHFDUDFWHULVWLFLVXQWvQFDGUDWHFD
GHILFLHQ HDFFHQWXDWHúLVHYHUH
8QHOHGHILFLHQ HOHIL]LFHDVRFLDWHVDXQXFXDOWHGHILFLHQ HSRW
afecta dezvoltarea psihomotriFLW LL3VLKRPRWULFLWDWHDVHGH]YROW 
GDF  XQHOH RUJDQH DSDUDWH úL VLVWHPH VXQW LQWHJUH 7XOEXU ULOH vQ
VWUXFWXUDUHDSVLKRPRWULFLW LLVXQWFHOHFDUHDIHFWHD] VHPQLILFDWLY

28
VFKHPD FRUSRUDO  ODWHUDOLWDWHD FRUSRUDO  FRQGXLWHOH SHUFHSWLY-
motrice, conduiteOHPRWULFHGHED] 
¾ 7XOEXU ULOH JUDYH úL PHGLL DOH SVLKRPRWULFLW LL cer un
FXUULFXOXPDGDSWDWVDXGXS FD]SURJUDPHVSHFLILFHGHGH]YROWDUH-
abilitare, compensare sau recuperare.
7XOEXU ULOHIXQF LLORUPRWULFHVXQWDVRFLDWHIUHFYHQWFXWXOEXU UL
psihice.ÌQFD]XOFHORUFXSURYHQLHQ vQSUHVXSXVHOH]LXQLFHUHEUDOH
difuze, s-D FRQWXUDW VLQGURPXO KLSHUFKLQHWLF FX XUP WRDUHOH
caracteristici:
ƒ vQF UFDUH HQHUJHWLF  úL SXOVLRQDO  H[WUHP  FX GRULQ D GH
GHVF UFDUHSULQHIRUWúLPLúFDUHFYDVLSHUPDQHQW 
ƒ GRULQ GHQRXWDWHvQFXQRDúWHUHI U FRQFHQWUDUHúLFXFRPXWDUH
UDSLG F WUHDOWHRELHFWHVDXIHQRPHQH
ƒ VXSHUILFLDOLWDWHDFXQRDúWHULLGHFXUJkQGGLQVODE FRQFHQWUDUHD
DWHQ LHLúLHIRUWYROXQWDUVF ]XW
Elevul handicapat printr-R GHILFLHQ  RUJDQLF este cel a
F UXLHYDOXDUHUHOHY GLVIXQF LLYLWDOHUHVSLUD LHFLUFXOD LHQXWUL LH
sistem genito-XULQDU VLVWHP HQGRFULQ HWF 'LVIXQF LD DQWUHQHD] 
WXOEXU UL RUJDQLFH SHUPDQHQWH FX impact semnificativ în
DFWLYLWDWHD úFRODU  'HILFLHQ D RUJDQLF  YLVFHUDO  VH UHFXQRDúWH
GLQ SHUVSHFWLYD úFROLL SULQ LPSDFWXO VHPQLILFDWLY SH FDUH vO DUH
DVXSUD IXQF LRQ ULL HOHYXOXL &kQG VWDUHD VRPDWLF  QHFHVLW  vQJULMLUL
úL P VXULSHGDJRJLFHVSHFLILFHvQWLPSXOSURJUDPXOXLúFRODUDWXQFL
se instituie un handicap organic (visceral).
Elevul cu polihandicap sau multihandicap este cel care
SUH]LQW  VLPXOWDQ PXOWLSOH GHILFLHQ H FX LQFDSDFLW L VDX OLPLW UL
LPSRUWDQWHvQPDQLIHVW ULOHGLQPHGLXOHGXFD LRQDO
$WXQFL FkQG HYDOXDUHD IXQF LRQDO  HYLGHQ LD]  SUH]HQ D UHODWLY
HJDO DPDLPXOWRULQFDSDFLW LúLOLPLW ULSULQFLSDOHHVWHQHFHVDU R
PHWRGRORJLHVSHFLILF 6LWXD LDHOHYXOXLHVWHGLIHULW GHDFHOXLFDUH
DUHLQFDSDFLW LVDXOLPLW ULGLQVXUV XQLF 
ÌQSROLKDQGLFDSVHDVRFLD] GHILFLHQ HDFFHQWXDWHVDXJUDYH
♦ fie în anumite pDOLHUHDOHDFWLYLW LLIL]LFHúLSVLKLFH
♦ ILH vQ WRDWH FRPSRQHQWHOH SULQFLSDOHORU DFWLYLW L SVLKRIL]LFH úL
psihice (exemplu, surdo-muto-cecitate).
&kQGH[LVW GXEO VDXWULSO GHILFLHQ DSDU

29
ƒ OLPLW ULDFFHQWXDWHDOHFRPXQLF ULL
ƒ OLPLW ULDOHDFKL]L LHLGHLQIRUPD LL
ƒ OLPLW ULvQUHOD LLOHFXDQWXUDMXO
6H FRQVWDW  R UHVWUkQJHUH D F LORU SULQ FDUH DGDSWDUHD VH SRDWH
realiza.
8QHRUL VXQW KDQGLFDSXUL SDUWLFXODUH FH SUHVXSXQ XQ P QXQFKL
GH GHILFLHQ H FX HWLRORJLH LQVXILFLHQW SUHFL]DW  ED]DW  SH WHRULL
explLFDWLYH ÌQ DVWIHO GH FD]XUL KDQGLFDSXO VH LQVWDOHD]  SULQ
WXOEXU ULDFFHQWXDWHGHGH]YROWDUH
¾ (YDOXDUHD IXQF LRQDO  UHDOL]DW  GH R HFKLS 
PXOWLGLVFLSOLQDU  FX DMXWRUXO WHKQLFLORU GH REVHUYD LH VLVWHPDWLF  úL
DOH[DPLQ ULORUVWDQGDUGL]DWHFRQGXFHODXnul din diagnosticele:
♦ audiomutitate;
♦ sindrom autist;
♦ WXOEXU ULSVLKRSDWRORJLFHFRQVHFXWLYHXQRUEROLSVLKLFHPDMRUH
Audiomutitatea HVWH XQ SROLKDQGLFDS FH UH]XOW  SUH]XPWLY
dintr-RGLVIXQF LHFHUHEUDO HUHGLWDU FDUHDQWUHQHD] 
ƒ OLPLW UL LPSRUWDQWH vn discriminarea sunetelor (legate mai mult
de lungimea sunetelor decât de intensitate sau tonalitate);
ƒ OLPLW ULvQRULHQWDUHDWHPSRUDO 
ƒ OLPLW ULvQGH]YROWDUHDOLPEDMXOXLúLYRUELULL
0DQLIHVW ULOHVSHFLILFHVHFRQVWDW SULQ
• WXOEXU ULDOHOLPEDMXOXL
• tulEXU ULDOHRSHUDWLYLW LLJkQGLULLDEVWUDFWL]DUHJHQHUDOL]DUH
• WXOEXU ULvQSHUFHS LDWLPSXOXL
• WXOEXU ULGHPRWULFLWDWHILQ VDXJURVLHU 
• WXOEXU ULGHYRUELUH
• WXOEXU ULGHSHUFHS LHYL]XDO 
• WXOEXU ULGHRULHQWDUHVSD LDO 
• WXOEXU UL GH FRPSRUWDPHQW hiperactivitate, repetitivitate,
ODELOLWDWHHPR LRQDO 
ÌQJHQHUDOVHLDXFDLQGLFDWRULDLGLVIXQF LHLFHUHEUDOHHUHGLWDUH
GLILFXOW LOH VHYHUH GH vQY DUH OD XQ FRSLO FDUH QX DUH GHILFLHQ 
LQWHOHFWXDO  VDX DOWHUDUH DFFHQWXDW  D PHFDQLVPHORU VHQ]RULDOH
$XGLRPXWLWDWHD D PDL IRVW GHQXPLW  alalie sau afazie FRQJHQLWDO ,
afemie, GLVID]LHIXQF LRQDO 

30
 Autismul HVWH XQ SROLKDQGLFDS vQ FDUH VH PDQLIHVW  R PDUH
varietate de simptome:
♦ LQFDSDFLWDWH GH D DGRSWD R SR]L LH ILUHDVF  vQ WLPSXO OX ULL vQ
EUD H
♦ incapacLWDWHGHFRPXQLFDUHYHUEDO 
♦ PHPRULHPHFDQLF H[DFHUEDW 
♦ LQFDSDFLWDWHDXWLOL] ULLFRQFHSWHORUDEVWUDFWH
♦ HPRWLYLWDWHH[DJHUDW úLLQDGHFYDW ODVLWXD LH
♦ LQFDSDFLWDWHLPDJLQDWLY vQMRF
♦ SURGXFHUHDvQWkU]LDW DHFRODOLHL
♦ LPSUHVLHGHGH]YROWDUHIL]LF úLLQWHOHFWXDO 
(YDOXDUHDIXQF LRQDO UHOHY 
ƒ GLILFXOW LGHFRPXQLFDUH
ƒ GLVFRQWLQXLWDWHvQGH]YROWDUHúLvQY DUH
ƒ OLPLW ULDOHSHUFHS LHL
ƒ WXOEXU ULDF LRQDOHúLUHOD LRQDOH
ƒ GLVIXQF LLDOHSURFHVHORUSVLKLFH
7XOEXU ULOH SVLKRSDWRORJLFH FRQVHFXWLYH XQRU boli psihice
majore GHWHUPLQ SLHUGHULLQVXILFLHQ HúLGLVIXQF LLFDUHLQWHUIHUHD] 
WRDWH HOHPHQWHOH GH ED]  DOH YLH LL SVLKLFH 6LPSWRPHOH
SVLKRSDWRORJLFH GLQ EROLOH QHXURORJLFH úL SVLKLFH SRW IL OXDWH vQ
FRQVLGHUD LH FD GHILFLHQ H DOH SURFHVHORU SVLKLFe implicate în
DFWLYLWDWHD GH vQY DUH 'LQWUH FRQVHFLQ HOH DFHVWRUD IDF SDUWH úL
GHILFLHQ HOH VHYHUH DOH FRQúWLHQ HL úL VW ULL GH YHJKH $OWHU ULOH GH
FRPSRUWDPHQW SHUWXUE  LQWHUDF LXQLOH FRPSOH[H LQWHQ LRQDOH úL
FRPSOHWH FX PHGLXO úL FX DOWH SHUVRDQH Fa urmare a bolilor
neurologice sau psihice severe.
Elevul cu handicap printr-R GHILFLHQ  PLQWDO (de
LQWHOLJHQ  HVWH FHO FDUH OD HYDOXDUHD FDSDFLW LORU FRJQLWLYH
UHDOL]DW  FX DMXWRUXO H[DPLQ ULL SVLKRORJLFH VWDQGDUGL]DWH UHOHY 
IXQF LRQDUH QHW LQIHULRDU  PHGLHL DO WXUL GH GHILFLHQ H DOH
comportamentului adaptativ, manifestate la începutul perioadelor de
FUHúWHUH ÌQ SHULRDGD WLPSXULH D FUHúWHULL DGDSW ULOH GHILFLWDUH VXQW
FRQVLGHUDWH FD vQWkU]LHUL DOH GH]YROW ULL FkQG vQWkU]LHUHD SHUVLVW  úL
incapDFLW LOH VH DFFHQWXHD]  GHILFLHQ D FRQVWLWXLW  FRQGXFH OD
handicap pe timp nedeterminat.

31
 ¾ 'HILFLHQ D PLQWDO  LQWHOHFWXDO  HVWH FDOLILFDW  GUHSW
SURIXQG  DWXQFL FkQG HYDOXDUHD IXQF LRQDO  UHOHY  XUP WRDUHOH
caracteristici:
ƒ OLPLW UL LPSRUWDQWH vQ SODQXO GH]YROW ULL FRJQLWLYH, care fac
SUDFWLFLPSRVLELO XWLOL]DUHDSURJUDPHORURELúQXLWHGHvQY DUHúL
cer un program individual;
ƒ DELOLW L SHUFHSWLY-PRWULFH úL GH FRPXQLFDUH FX PDQLIHVWDUH
OLPLWDW QHFHVLWkQGPHWRGHGHHYDOXDUHúLGHVWLPXODUHDGDSWDWH
individual;
ƒ FDSDFLW L IXQF LRQDOH IRDUWH VODEH vQ SODQXO DXWRQRPLHL
SHUVRQDOH úL VRFLDOH FDUH DQWUHQHD]  R FHULQ  FRQVWDQW  GH
VXV LQHUHúLvQFDGUDUHvQUHDOL]DUHDDFWLYLW LORUFRWLGLHQH
ƒ XQ FRHILFLHQW GH LQWHOLJHQ  LQIHULRU YDORULL GH -25, utilizat
ca sePQGLVWLQFWLYSHQWUXGHILFLHQ DLQWHOHFWXDO SURIXQG DO WXUL
GHFRQVWDWDUHDSHUVLVWHQ HLVWDGLXOXLVHQ]RULRPRWRUDOGH]YROW ULL
LQWHOLJHQ HLvQSHULRDGHDYDQVDWHGHYkUVW FURQRORJLF 
¾ 'HILFLHQ DPLQWDO HVWHFRQVLGHUDW VHYHU VSUHPRGHUDW 
/ medie când HYDOXDUHD IXQF LRQDO  HYLGHQ LD]  FDUDFWHULVWLFLOH
XUP WRDUH
ƒ OLPLW UL vQ FDGUXO GH]YROW ULL FRJQLWLYH FDUH UHVWUkQJ
FDSDFLW LOHGHvQY DUH privind unele obiective ale programelor
úFRODUH VSHFLDOH FXUULFXOXP VSHFLDO úL FDUH VROLFLW  DMXWRUXO
unor pedagogii alternative;
ƒ FDSDFLW L IXQF LRQDOH OLPLWDWH vQ SODQXO DXWRQRPLHL
SHUVRQDOHúLVRFLDOHFDUHDQWUHQHD] QHYRLDGHDVLVWHQ SHQWUX
RUJDQL]DUHDGHDFWLYLW LQRLVDXSHQWUXDQWUHQDUHDDXWRQRPLHLGH
ED] 
ƒ GLILFXOW L PDL PXOW VDX PDL SX LQ PDUFDQWH în dezvoltarea
VHQ]RULDO  úL PRWRULH FD úL vQ FHD GH FRPXQLFDUH FX FHULQ D
XQHLLQYHVWL LLHGXFD LRQDOHVSHFLDOHvQDFHVWHGRPHQLL
ƒ XQ FRHILFLHQW GH LQWHOLJHQ  VLWXDW vQWUH - úL -55 este
FRQVLGHUDW FD ILLQG VHPQXO GLVWLQFWLY SHQWUX GHILFLHQ D
inteleFWXDO VHYHU VSUHPHGLHDO WXULGHFRQVWDWDUHDSHUVLVWHQ HL
VWDGLXOXL SUHRSHUD LRQDO DO LQWHOLJHQ HL GLQFROR GH LQWHUYDOXO
FURQRORJLFVSHFLILFSHQWUXSRSXOD LDGHDFHHDúLYkUVW 
¾ 'HILFLHQ D LQWHOHFWXDO  este XúRDU  atunci când evaluarea

32
IXQF LRQDO HYLGHQ LD] XUP WRDUHOHDVSHFWH
ƒ OLPLW UL vQ SODQXO GH]YROW ULL FRJQLWLYH, cu caracteristici de
DQVDPEOX FH UHVWUkQJ GLVSRQLELOLWDWHD GH vQY DUH úFRODU  úL
QHFHVLW  PHWRGH SHGDJRJLFH DGDSWDWH OD RELHFWLYHOH XQRU
SURJUDPH VSHFLDOH GH vQY PkQW FXUULFXOXP DGDSWDW úL
individualizat;
ƒ GLILFXOW L vQ GH]YROWDUHD SHUFHS LHL SVLKRPRWULFLW LL
gândirii, memoriei, limbajului, FH QHFHVLW  LQYHVWL LL LQWHQVH
GHGXUDW úLPHWRGHSVLKRSHGDJRJLFHDOWHUQDWLYH
ƒ SHUVRQDOLWDWH FDUH QHFHVLW  LQWHUYHQ LL WHUDSHXWLFH úL
psihoterapeuticeFXULVFGHGH]YROWDUHGL]DUPRQLF 
ƒ GLILFXOW LvQSURFHVXOGHVRFLDOL]DUHFXFHULQ DXQRULQYHVWL LL
HGXFD LRQDOHVSHFLDOHSHQWUXDGDSWDUHúLLQWHJUDUHVRFLDO 
ƒ XQFRHILFLHQWGHLQWHOLJHQ GHOD-55 la 70-úLXQSURILOFH
PDUFKHD]  LQHJDOLW L vQ GH]YROWDUHD LQWHOHFWXDO , care
SHUVLVW  vQ VWDGLXO RSHUD LLORU FRQFUHWH VXQW FRQVLGHUDWH VHPQH
GLVWLQFWLYH SHQWUX KDQGLFDSXO LQWHOHFWXDO XúRU HYDOXDUHD
IRUPDWLY  UHOHY  R ]RQ  SUR[LP  vQJXVW  úL SRVLELOLW L OLPLWDWH
GHWUDQVIHUDOvQY ULL
LiWHUDWXUD SVLKRSHGDJRJLF  D HYRFDW IUHFYHQW VSHFLILFLWDWHD
GHILFLHQ HL PLQWDOH SURSULX-]LVH úL D UHOHYDW PDQLIHVW UL FDUH SRW
DS UHDGHODFD]ODFD]úLvQUDSRUWGHFRQGL LLOHFRQFUHWHvQFDUHVH
DIO  GHILFLHQWXO UHVSHFWLY vQ PRPHQWXO LQYHVWLJD LHL GLDJQRstice,
UHSUH]HQWkQG DVWIHO LQGLFL VLPSWRPDWLFL YDORURúL SHQWUX GLDJQRVWLFXO
GLIHUHQ LDOLQGLYLGXDO12
3UHFL]DUHD HVWH QHFHVDU  GHRDUHFH vQ DULD GHILFLHQ HL PLQWDOH
XúRDUH VH SRW vQVFULH vQ DQXPLWH PRPHQWH DOH WUDLHFWRULHL úFRODUH
elevi cu handicap sociocXOWXUDOúLFXKDQGLFDSLQWHOHFWXDOIRDUWH
XúRU +DQGLFDSXO VRFLRFXOWXUDO OLPLWHD]  DXWRQRPLD SHUVRQDO  vQ
vQGHSOLQLUHD UROXULORU úFRODUH GLQ FDX]D XQHL GHILFLHQ H vQ SODQXO
DFKL]L LLORUFXOWXUDOH'HDVHPHQHDvQSUR[LP HVWHGLVFXWDWFD]XOGH
JUDQL FXLQWHOHFWGHOLPLW 13 sau cu handicap intelectual.14. Elevul

12
Radu,Gh. 3VLKRSHGDJRJLD GH]YROW ULL úFRODULORU FX KDQGLFDS,
%XFXUHúWL('3-R.A., 1999, p.78.
13
ùWHIDQ0DUJDUHWD,QWHOHFWXOGHOLPLW WH] GHGRFWRUDW%XFXUHúWL
IMF, 1971.

33
DUH GLILFXOW L úFRODUH úL ULVF GH HúHF PDQLIHVWkQG vQ PHGLXO úFRODU
XQHOHWXOEXU ULSVLKLFHVHPQLILFDWLYH(OHVWHVXVFHSWLELOGHvQFDGUDUH
vQGHILFLHQ DIXQF LRQDO XúRDU FXVXUV SVLKLF SHIond intelectual
GHOLPLW &D]XULOHGHJUDQL VXQWXQHIHFWDOGLVWULEX LHLSRSXOD LHL
úFRODUHSHRVFDO FRQWLQX GHODSROXOSHUIRUPDQ HLPD[LPHODSROXO
SHUIRUPDQ HL PLQLPH RULFDUH DU IL SUREHOH GH HYDOXDUH D
SHUIRUPDQ HL 2 FRQVWHOD LH GHIDYRUDELO  de factori nefavorabili va
SODVDHOHYXOVSUHSROXOSHUIRUPDQ HLPLQLPH
7XOEXUDUHD VSHFLILF  GH vQY DUH GHVHPQHD]  XQ DQVDPEOX
HWHURJHQ GH PDQLIHVWDUH D GLILFXOW LORU GH DFKL]L LH D DVFXOW ULL úL
YRUELULLOHFWXULLVFULHULLUD LRQDPHQWXOXLúLDELOLW Llor matematice.
¾ Într-XQDVWIHOGHFD]HOHYXOSUH]LQW GHILFLHQ HGHvQY DUH,
FRQVWDWDWHGHHFKLSDSVLKRSHGDJRJLF GHHYDOXDUHFDUHUHOHY RVHULH
de caracteristici intrinseci:
• DWHQ LHXúRUGHGLVWUDVúLFDSDFLWDWHUHGXV GHFRQFHQWUDUH
• V U FLDDFWHORUPRWRULLFXQLYHOVF ]XWDOPRWULFLW LLJHQHUDOHúL
ILQHúLDFRRUGRQ ULLVSD LDOH
• SUHOXFUDUH GHILFLWDU  D LQIRUPD LLORU DXGLWLYH úL YL]XDOH FX
GLILFXOW L vQ UHFXQRDúWHUHD VXQHWHORU GHúL VH UHFXQRVF XúRU
OLWHUHOHúLFXYLQWHOHVFULVH
• GLILFXOW LDOHPHPRULHLGHVFXUW GXUDW 
• WXOEXU ULDOHOLPEDMXOXLRUDOYRFDEXODUVODEGH]YROWDW
• GLILFXOW L vQ FLWLUH UHFXQRDúWHUH GHFRGLILFDUH úL vQ HOHJHUH D
cuvintelor citite);
• GLILFXOW L GH VFULHUH JUHXW L PDQLIHVWH vQ UHDOL]DUHD VDUFLQLORU
de scriere); slabavQVXúLUHDVLPEROXULORUDFDOFXOXOXLPDWHPDWLF
DQR LXQLORUVSD LDOHúLWHPSRUDOH
• QLYHOVF ]XWDOIRUP ULLGHSULQGHULORUVRFLDOH
În literatura de specialitate este discutat raportul între
WXOEXU ULOHVSHFLILFHGHvQY DUHúLGLILFXOW LOHGHvQY DUH Termenul
GLILFXOW L GH vQY DUH VHPQLILF  vQWkU]LHULOH UHWDUGXO vQ DFKL]L LD
XQHLXQRUGLVFLSOLQHúFRODUHVDXDDQVDPEOXOXLGLVFLSOLQHORUúFRODUH

14
 3 XQHVFX & +DQGLFDSXO LQWHOHFWXDO úL LQWHJUDUHD úFRODU  în
Revista de pedagogie, nr.12, decembrie, 1970, p.22.

34
(OHVWHXWLOL]DWDWXQFLFkQGXQHOHYDUHSHUIRUPDQ HúFRODUHVODEHvQ
SRILGDXQXLSRWHQ LDOLQWHOHFWual normal.
(OHYXO FX GLILFXOW L GH vQY DUH este FHO FDUH GHúL QX DUH R
GHILFLHQ  SURSULX-]LV  QX UH]ROY  XQHOH VDX WRDWH VDUFLQLOH
vQY ULL úFRODUH (O QX DUH QHYRL VSHFLDOH VHPQLILFDWLYH
UHFODPkQGGRDUDQXPLWH&(6VDXDERUG ULHGXFDWLYHVSHFLDOH15
&ULWHULXOIXQGDPHQWDODOGLIHUHQ LHULLGLILFXOW LORUGHvQY DUHvQ
FD]XOGHILFLHQ HLPLQWDOHVDXKDQGLFDSXOLQWHOHFWXDOHVWHGLVFUHSDQ D
vQWUHUH]XOWDWHOHHIHFWLYHúLUH]XOWDWHOHVFRQWDWHDOHvQY ULLDúWHSW UL
úL SHUIRUPDQ H ÌQ XQHOH DULL GH PDQLIHVWDUH OHFWXU  DX IRVW
FDOFXOD LFRHILFLHQ LGHvQY DUH16
'LILFXOW LOH GH vQY DUH VH PDQLIHVW  FX SUHGLOHF LH vQ ]RQD
FDSDFLW LORU LQVWUXPHQWDOH YRUELUH VFULV FLWLW FDOFXO (OH vúL DX
originea în:
• GLVIXQF LLXúRDUHSHUFHSWLYHúLSVLKRPRWRULL
• disIXQF LLDOHVFKHPHLFRUSRUDOHúLODWHUDOLW LLFRUSRUDOH
• RULHQWDUHVSD LDO GHILFLWDU 
• RULHQWDUHWHPSRUDO GHILFLWDU 
• GHILFLWGHDWHQ LHúLPRWLYD LH
• UHWDUGvQGH]YROWDUHDOLPEDMXOXLUHFHS LHvQ HOHJHUHSURGXF LH
• LQWHOLJHQ OHQW VLWXDW SULQP surare în intervalul 75-90.17
Deosebirea între cei doi termeni - WXOEXUDUH GH vQY DUH úL
GLILFXOWDWHGHvQY DUH- este greu de stabilit, în lipsa unor criterii de
GLIHUHQ LHUHDSRWHQ LDOXOLQWHOHFWXDOGHSHUIRUPDQ HOHúFRODUHúLGLQ
cauza criteriilor fluctuante folosite pentru determinarea întârzierilor
úFRODUH 'LVWLQF LD YD GHYHQL SRVLELO  GDF  SVLKRGLDJQRVWLF VH YRU
SHUIHF LRQDúLDSOLFDPHWRGHGHHYDOXDUHDGLQDPLF DSRWHQ LDOXOXLGH
vQY DUHúLVHYRUUHOHYDFDUDFWHULVWLFLLQWULQVHFLVSHFLILFHHOHvului cu
WXOEXU ULGHvQY DUH18

15
Ungureanu, D. &RSLLLFXGLILFXOW LGHvQY DUH%XFXUHúWL('3-
R.A., 1999.
16
Ibidem, p.129.
17
 8QHOH GLQ DFHVWH GLVIXQF LL VXQW FRQVLGHUDWH HOH vQVHOH GLILFXOW L
VSHFLILFHúLVDXQHVSHFLILFHGHvQY DUH
18
 6]DPRVN|]LùW (YDOXDUHDSRWHQ LDOXOXLLQWHOHFWXDOODHOHYL, Cluj-
Napoca, Presa UniveUVLWDU &OXMHDQ 

35
 (OHYXOFDUHQXSUH]LQW RGHILFLHQ SHUVLVWHQW úLVHPQLILFDWLY 
LQWHOHFWXDO  IL]LF  VDX VHQ]RULDO  GDU vQWkPSLQ  GLILFXOW L vQ
SODQXO vQY ULL SUHúFRODUH úL úFRODUH vQUHJLVWUkQG R vQWkU]LHUH
VHPQLILFDWLY  D QLYHOXOXL DFKL]L LLORU úFRODUH HVWH FRQVLGHUDW GH
UHJXO  HOHY FX GLILFXOW L GH vQY DUH. Întârzierea poate fi
HYLGHQ LDW SULQHYDOXDUHSHGDJRJLF VXPDWLY ED]DW SHSURJUDPHOH
úFRODUH 0DL GHSDUWH UH]XOWDWXO VH UDSRUWHD]  OD FDSDFLWDWHD VDX
SRWHQ LDOXO LQGLYLGXDO úL OD FDGUXO GH UHIHULQ  FRQVWLWXLW GH
FDSDFLW LOHSXVHvQOXFUXGHPDMRULWDWHDFROHJLORUGHDFHHDúLYkUVW 
RELHFWLYDWHvQSHUIRUPDQ HSVLKRORJLFHúLúFRODUH
Handicapul de limbajVHHYLGHQ LD] ODYkUVWHOHSUHúFRODUHúL
úFRODUHSULQH[LVWHQ DúLSHUVLVWHQ DWXOEXU ULORUGHOLPEDMUHFHSWLYúL
 VDX H[SUHVLY $QRPDOLLOH LQVXILFLHQ HOH VDX SLHUGHULOH WUDQ]LWRULL
VDX GHILQLWLYH DOH VWUXFWXULORU GH IXQF LRQDUH FRQVWLWXLH GHILFLHQ H
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GHVSUH FDWHJRULL DOH GHILFLHQ HORU SUH]HQWDWH GH SUHúFRODUXO VDX
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♦ WXOEXU ULOH SROLPRUIH FUHHD]  XQ JUDG DFFHQWXDW Ge handicap,
FXPHVWHFHOJHQHUDWGHDODOLHFRQJHQLWDO úLDID]LHGREkQGLW 
FDUHGXS FRQVHFLQ HOHORUJOREDOHVXQWLQFOXVHGXS DO LDXWRUL
în sfera polihandicapului;
♦ WXOEXU ULOHGHGH]YROWDUHDOLPEDMXOXLVHDVRFLD] IUHFYHQWFX
întârzierea în dezvROWDUHD PLQWDO  UHWDUG LQWHOHFWXDO úL
HPR LRQDO PXWLVPSVLKRJHQVDXHOHFWLYVDXYROXQWDU
♦ WXOEXU ULOH OLPEDMXOXL DVRFLDWH GLVIXQF LLORU GLQ QHYUR]H úL
psihoze (dislogii, ecolalii, jargonofazii, bradifazii);

19
Verza, E. 7XOEXU UL GH OLPEDM În: E. Verza (coord.), (GXFD LD
LQWHJUDW  D FRSLLORU FX KDQGLFDS $VRFLD LD 5(1,1&2 úL 5HSUH]HQWDQ D
UNICEF în România, Noiembrie 1999, p. 87.

36
♦ WXOEXU ULGHULWPúLIOXHQ DYRUELULL (bâlEkLDO ORJRQHYUR] 
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coreice);
♦ WXOEXU ULOHGHSURQXQ LHúLDUWLFXODUH (dislalie, dizartrie);20
♦ WXOEXU ULOHGHYRFH (afonie, disfonie, fonoastenie);
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vQY ULL

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evaluare, conduce la diagnosticul de GHOLQFYHQ  VDX GH]RUGLQH
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UHWDUGXULDOHGH]YROW ULLOLPEDMXOXLQXGHILFLHQ HSURSULX-zise.
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Tulburãrile de citire (dislexii) nu sunt incluse în clasificarea
internaþionalã a deficienþelor de limbaj, cu argumentul neprobãrii
ºtiinþifice a apartenenþei la aceastã zonã; dislexiile sunt plasate în
categoria mai largã a dificult LORUGHvQY þare.

37
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FXSULQúL vQ JUXSH VDX vQ JU GLQL H VSHFLDOH vQ FODVH
VSHFLDOH vQ úFROL VSHFLDOH VDX vQ XQLW L RELúQXLWH GH

38
 vQY PkQW
- moderate / mediiFXFRHILFLHQWGHLQWHOLJHQ vQWUH-
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speciale;
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speciale, în centre speciale. 22
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neuromotorii) SRW IL FXSULQúL vQ IXQF LH GH JUDYLWDWHD DFHVWRU
GHILFLHQ HGHSRWHQ LDOXOJOREDOGHGH]YROWDUHGHSURWH]DUHúL/sau de
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speciale);
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24
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tehnice de ampliILFDUHDFRPXQLF ULLYHUEDOHJUDGXOGHXWLOL]DUHDOLPEDMXOXL
nonverbal etc.

39
 - Copiii / elevii cu GHILFLHQ H VHQ]RULDOH YL]XDOH, care
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special, în grupe / clase speciale sau în uQLW L GH
vQY PkQWRELúQXLW25
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VLWXD LD FkQG DFHVWHD QX VXQW vQVR LWH GH DOWH GHILFLHQ H VDX QX
UHSUH]LQW  FRQVHFLQ D DFHVWRUD EHQHILFLD]  GH DVLVWHQ D
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LQWHUúFRODUH FDUH DVLJXU  GH UHJXO  LGHQWLILFDUHD DFHVWRUD vQ
JU GLQL HúLúFROLRELúQXLWH
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FRPSRUWDPHQW FDUH DX FRPLV GLIHULWH LQIUDF LXQL GDU QX U VSXQG
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♦ &RSLLL D F URU GH]YROWDUH HVWH SUHMXGLFLDW  vQ IDPLOLH úL 
VDXvQPHGLXOGHYLD , copiii cu WXOEXU ULXúRDUHVDu incipiente
de comportament vQVR LWH GH LQDGDSWDUH VRFLDO  SRW IL RULHQWD L
VSUHFHQWUHOHFODVHOHGHHGXFD LHSUHYHQWLY 26
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H[SHUWL]  GH VSHFLDOLWDWH SHQWUX VWDELOLUHD WLSXOXL JUDGXOXL úL
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UHJXO LQWHJUDUHDúFRODU 
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25
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UHHGXFDUHDOH0LQLVWHUXOXL-XVWL LHL

40
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evitarea confuziei între tipuri de diagnostic: diagnosticul clinic fixat
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normele dH H[SHUWL]  PHGLFDO  D FDSDFLW LL GH PXQF  úL
psihodiagnosticul pedagogic:

27
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limbaj.
28
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1D LRQDOH VH VXSUDSXQ VFDOHL XWLOL]DWH GH H[SHUWL]D PHGLFDO  vQFHSkQG FX
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41
 Diagnosticul clinic VH UDSRUWHD]  OD ERDO  VHPQH FOLQLFH
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evaluare a decalajului ce apare ca dezavantaj pentru elev /
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42
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grupurilor studiate categorial.
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43
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pentru asigurarea ajutorului necesar.
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caracteristicile elevului (inclusiv în stilul de predare);
ƒ vQ HOHJHGLILFXOW LOHúLFDXW VROX LLGHGHS úLUH
ƒ UHDOL]HD] DGDSW ULQHFHVDUHDOHPHGLXOXLIL]LFúLSHGDJRJLF

44
 BIBLIOGRAFIE

1. Legendre, R. Dictionnaire actuel de l’éducation. Paris, ESKA,

1993.

2. Radu, Gh. 3VLKRSHGDJRJLDGH]YROW ULLúFRODULORUFXKDQGLFDS.

%XFXUHúWL('3-R.A.,1999, p.78.

3. Ungureanu, D., &RSLLL FX GLILFXOW L GH vQY are %XFXUHúWL

E.D.P.- R.A., 1998.

4. Verza, E., (coord.), Ghidul educatorului. Universitatea

%XFXUHúWL'3&(83KDUH

5. 9HU]D(úL3 XQ(FRRUG(GXFD LDLQWHJUDW DFRSLLORUFX

handicap. $VRFLD LD 5(1,1&2 úL 5HSUH]HQWDQ D 81,&() vQ
România, Noiembrie ,1998.

6. Vlad, Elena, (YDOXDUHD vQ DFWXO HGXFD LRQDO WHUDSHXWLF.

%XFXUHúWL(GLWXUD3UR+XPDQLWDWH

45
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Institutul GHùWLLQ HDOH(GXFD LHL
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Tel: 40 1 315 89 30;
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