It is known that 10 to 12% of students present particular difficulties and needs in the area of learning and social behavior. Until recently, these children were marginalized in their classrooms and received a primary school diploma, which, however, had no substantial value.

In recent years, both at the European and national levels, relevant political and educational actors and other agencies have turned their interest and attention to these children. This has resulted in the idea of preschool integration and the co-education of all children, with and without special difficulties and needs in the same school (inclusive school), maturing more and more in our country.

Moreover, many of these children already attend regular schools, but in most cases, without a program and systematic support. We believe that very soon the criteria by which the quality of educational services provided by the state, as well as the work of educators and schools, will be evaluated will include what they do for children with special difficulties and needs, in order to ensure the implementation of the principle of equal opportunities in education for all children.

This book attempts to define and discuss key principles, strategies, and models for:

• The assessment of children, the evaluation of their skills, and the determination of their educational needs.
• The appropriate psycho-educational approach and instructional support for them.
• The design and execution of adapted supportive teaching and programs.
• The involvement and role of parents in the supportive work of the school.
• Advanced techniques that are used or should be used, to address the difficulties of children in language and mathematics.
• The organization and functioning of the broader educational framework and school units, in order to effectively address special difficulties and needs.