Previous research developed by the authors in Romanian schools, special or inclusive (according to national legislation any school in Romania is implicitly an inclusive school, children with special educational needs can be enrolled on request in the school nearest their home), between 2013-2015 demonstrated  the defocusing of the school from the support needs of the beneficiary and its orientation towards collateral pedagogical issues. A research developed in 2021 about possible contributions of the school in preventing the maintenance of poverty in the case of disadvantaged children and the context of the pandemic (in press, Bloomsbury Publishing) revealed that the impact of the pandemic on the school, special or inclusive, highlighted the importance of quality of life of the beneficiaries (directly or indirectly). The concern was noticed at the level of the primary stakeholders of the school - teachers, parents, principals, but we could not identify it in any of the policies developed during this period by the Romanian authorities.

Starting from the Being-Belonging - Becoming approach, a model of quality of life validate by University of Toronto researchers, we propose a conceptual framework of quality of life as a multidimensional, holistic construct in the dynamic of educational and therapeutic process.

Our aim is to identify solutions for inclusive school as a social actor (through educational and social practices) that has to be involved in improving the quality of life of beneficiaries for peri- and postpandemic period.

Many of the results obtained through special education such as: ‚equal opportunities’, ‚involvement’, ‚independent living’, ‚autonomy’ correlate with the concept 'quality of life of children with special needs , but these aspects are no measurable by tests and have the difficulty of standardization. We believe that it is necessary to include the concept of quality of life in the equation of quality of special education in Romania even more now, in this peripandemic period, in which the inclusion of students with special needs was devastatingly affected.
Serious concerns are about rising levels of child poverty during the COVID-19 pandemic. This phenomenon will have consequences for the physical and mental health and well-being of the children and young people. Romania ranks 2nd in the EU in terms of the risk of poverty / social exclusion. Children are even worse at risk than adults, poverty being about 4% higher in children (35.8%) than in the general population (31.2%). This correlates with the reduced ability of the family to generate income, with the level of parental education, as well as with the family structure (the higher the number of children, the lower the chances that parents have steady jobs).

Inclusion means correlating 3 aspects - improving school participation and learning, eliminating all forms of exclusion in order to value everyone equally and putting these values ​​into action at the level of education and society. This last aspect activates the other two approaches. Values ​​of inclusion such as: equality in rights, participation, respect for diversity, trust, sustainability, compassion, honesty, courage must be found in the community and in learning. The community is the vast space of belonging, it is the real space of confrontation with life. Therefore, educational outcomes must have a direct impact on how the child copes with community demands.

We applyed semistructured interview (Voice of Beneficiaries) as main method for a radiography of the quality of education addressed to children with special needs from urban and rural geographical area during pandemic period, by questioning 34 experts belonging to several interest groups (16 teachers with expertise, 5 school principals, 8 parents with expertise in the field and 5 representatives of NGOs) about: - their perception regardind socio-emotional development and well-being of stakeholders and how learning environments/learning and assessment strategies/teacher-student interactions have changed - their improvement proposals about. This process is not designed to be statistically significant, but rather to get ideas that can be important for further analysis. The identified solutions allow us the elaboration of a matrix of educational services listed in the Being-Belonging - Becoming pattern.

In hierarchical order, the most relevant problems identified by stakeholders experts were clustered , we can define major areas of intervention, three have connection with quality of life in mainstream school : • access to technology and digital skills; • the school's sensitivity to social issues and the students’ educational, social and emotional vulnerability; • developing the school as a resource center in order to aleviate the students’ educational, social and emotional vulnerability • student wellbeing considered holistically: their quality of life in its physical, material, emotional and social The identified solutions allow the elaboration of a matrix of educational services listed in the Being-Belonging - Becoming pattern. Building a resilient educational system means a better communication and collaboration between all the social actors involved, a beneficiary-centered reflective dialogue beyond any formalism.

Fleming, N.(2020) New Strategies in Special Education as Kids Learn From Home, Edutopia, The George Lucas Education Foundation, March 27, https://www.edutopia.org/article/new-strategies-specialeducation-kids-learn-home Klibthong, S., & Agbenyega, J. S. (2018). Exploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach in Action (IPAA) Framework. Australian Journal of Teacher Education, 43(3). http://ro.ecu.edu.au/ajte/vol43/iss3/7 Robinson, C. (2017). Constructing quality childcare: Perspectives of quality and their connection to belonging, being and becoming. International Journal of Whole Schooling, Special Issue, 50-64. Young, J.; Donovan, W. (2020) Shifting Special Needs Students to Online Learning in the COVID-19 Spring: Challenges for Students, Families, and Teachers. Pioneer Education Policy Brief, Pioneer Institute for Public Policy Research