The purpose of the paper is to analyse the main determinants that contribute to the effective inclusive education of children with special education needs (SEN), including those deinstitutionalized from residential institutions, in regular communities schools. The analysis is based on the model of inclusive education developed and implemented by Keystone Moldova in 22 regular community schools. The model has had a holistic approach through engaging all the stakeholders in the process of supporting the school inclusion of children with SEN starting with the Ministries level and continuing with the LPAs, school administration, school teachers, social workers, local partners, community members, parents and pupils. In this regard, the model was focused on: developing legal and normative framework for inclusive education; promoting the inclusive education of children with SEN; assessing children and their family’s needs; supporting children and their families in inclusive process; developing the supportive environment and ensuring the sustainability of the developed process and services. A special focus was on developing classroom teachers’ skills to create inclusive environments and to apply a variety of strategies that promote cooperative learning and also meet individual students’ needs based on learner-centered principles. The analysis is based on the Beneficiary impact assessment study results. All in total 83 children with SEN/or support persons and 107 representatives of central and local public authorities, service providers, teachers and parents of children with SEN were interviewed. Structured interviews with children/ their support persons, focus groups with parents, interviews with school managers, multidisciplinary teams, support teachers and mayors. As a result of project implementation 230 children with SEN were successfully integrated in the regular community schools: they have higher level of satisfaction with the school, their attendance has increased, they have more friends and the classmates are more accepting them. The main lesson learned through the pilot is that the implementation of inclusive education is a complex and continuous process that requires both: the development of sustainable cross-sectorial partnerships at multiple levels and regular self-assessment and capacity building in advocacy of all key stakeholders involved in the process: parents, teachers, people with disabilities.

Malcoci L., Cincilei C. Supporting learners identified as having special education needs in Moldova// Enabling Education Review, N2, 2014// http://www.eenet.org.uk/resources/eenet_newsletter/eer2/page22.php Inclusive Education. Methodological guide for primary and secondary schools// http://www.keystonemoldova.md/assets/documents/ro/publications/Guide%20inclusive%20education.pdf Good practices in inclusive education// http://www.keystonemoldova.md/ro/publications-and-resources/publications/ Beneficiary Impact Assessment of C4All Moldova program.Sociological research  // http://www.keystonemoldova.md/ro/publications-and-resources/publications /