An Axiological Analysis of Early Socio-Educational Services as Alternatives to the Inclusion of Children with Special Educational Needs

Abstract

The article highlights the role of ethical and social values in the organisation of early socio-educational services for children with special educational needs. Family-centred early interventions, achieved through cooperation between health, education and social protection systems and implemented in inclusive environments, contribute to improving children's overall development. Alternative service models, such as home therapies, community centres, and adapted educational programs, support inclusion by providing opportunities for participation and development, but their effectiveness depends on the level of specialist training and the resources available.

In the Republic of Moldova, the normative framework and international initiatives promote children's rights, equal opportunities and integral development, outlining directions for early intervention. However, the application of these models faces difficulties related to insufficient teacher training, limited financial resources and the uneven implementation of family-centred approaches.

There is a need to strengthen an integrated system of services that correlates specialised interventions with inclusive education through coherent policies, continuous professional training, and sustainable financing mechanisms.