Students with disabilities who enroll in high school are students from mass schools, therefore having studied English, preferably (ideally) according to of their abilities, or special schools, where no English was studied. In high school, they have the choice of opting for enrollment in a mass class (integrated into a regular class of more than thirty other non-disabled adolescents) or in a specialized education class (ten to fifteen disabled adolescents, where educational activities are adapted to each class). This choice is ideally made by parents in the interest of the student, based on their educational needs, social skills and degree of rehabilitation. Say no to plagiarism. Get a tailor-made essay on “Why violent video games should not be banned”? Get an original essay Theoretical teaching must be adapted to the level of each class and each student, with or without disabilities, but in a way or on the other, it must require the same learning skills, using the best methods and techniques in the best learning conditions, by teachers who never tire, never feel burdened by personal problems, documents or inadequate behavior, who always smile and have endless free time and financial resources. In practice, teachers are asked to adapt fifty minutes and four/five/six activities to thirty different levels of English communication skills, thirty social skills, thirty psychic and psychological moods, thirty different interests and motivations (the where appropriate), different learning styles, different types of intelligence, different levels of intelligence, different social and behavioral backgrounds and habits, different types of disabilities and still manage to have individual learning conversations with each student, once or twice a week, with little (if any) material support from the establishment, with piles of documents and statistics that must be prepared, written and analyzed daily, and keep a balance between abuse, the violent language and behavior around, the hunger of the students or the lack of appropriate clothing, the lack of toilets in the building, the lack of water or electricity in the building, not to mention the social vision of the teachers as do producing nothing tangible for society, therefore paid like unskilled workers who have to commute but learn and take exams more than an entire family in a lifetime and all this with a smile and a smile. empty pocket.Teaching English taught me that teaching on paper has little to do with the reality of teaching a young Romanian generation today. Among the answers I get every year when I ask teenagers whether or not it is useful to learn English is that illiterate people are rich and famous, so learning is outdated, trickery is the ability they need in a hungry society, not the languages, and since they don't speak Romanian properly it doesn't suit me to imagine that they will learn English. However, I continue to teach, hoping that conditions will improve and society will progress towards civilization, even in Romania. As the tests were conducted at a unique school in the country, a brief history is in order. The “Albatros” School Center for inclusive education in Constanta provides a team of teachers aiming to facilitate access to education for children from disadvantaged groups, to offer support and rehabilitation. Staff involved in the education ofchildren includes teachers, support/itinerant teachers, educational psychologists and special educational psychologists, as well as a social worker assisted by a nurse. It is aimed at students aged over fourteen from: ordinary/mass education; inclusive education; special education. The current school was founded on December 15, 1955 to qualify physically disabled people as tailors and shoemakers, starting with a sewing section and a shoemaking section, with a relatively small number of students. Between 1955 and 1960, it was called Special Vocational School No. 17 and Intermediate Special Accounting School. These were two distinct forms of education, where 247 students graduated and 242 students graduated (in five years) respectively. Between 1960 and 1965, it took the form of a boarding school and a canteen: the Special School of Accounting, where obtaining a diploma was possible after six years of schooling. In 1965, it was established as the Special Economic High School of Constanta, with courses lasting four years, where students with motor disabilities could take classes. In 1983, it was established as the only special and vocational educational institution for students with neuropsychological disabilities. It was a special educational institution for students aged 14 to 20. Functioning as a system of special education, therapy and compensation, it was unique in the Constanta department. On October 13, 2003, it changed its name to the School of Arts and Crafts, while the 2007-2008 school year transformed it into the “Albatros” School Center for Inclusive Education of Constanta. Today, it has more than 300 students with physical, sensory, mental disabilities or without disabilities, in its building at the CSEI “Albatros” Constanta high school, in addition to more than 300 students from the Special Secondary School branch. Sanatorium Techirghiol and 40 in the Mangalia Sanatorium School Branch. The “Albatros” School Center for Inclusive Education in Constanta offers secondary education to hospitalized students in Techirghiol and Mangalia, from high school, vocational school and post-high school levels to students from Constanta and the surrounding areas of the city. After graduation, students can take the national baccalaureate exam and enroll in university or continue their studies in a post-secondary school at CSEI Albatros. During high school, students can obtain different diplomas attesting to their qualification levels, as follows: in the field of tourism and food, students acquire the qualifications of: hotel employee, cook or pastry chef. This field of work is the third most important in the national economy and continues to grow, offering great opportunities for integration into the field of work. The qualification offered by this school consists of raising the quality of training through the acquisition of new skills, since the school cooperates with many economic agents in the city. The field of aesthetics offers qualifications such as: manicure, pedicure and hairdresser. The post-secondary school offers a range of three specializations: aesthetic technician (special class), masseur technician (special class) and nutritionist technician (mass course), all free. Autism spectrum disorder is a developmental disorder that manifests itself in the first two years of life, being 3 to 4 times more common in boys than in girls. Most autistic children also suffer from mental retardation. Among less intelligent people, the ratio of boys to girls tends to equalize. This disorder affects language, play, cognition, social development and abilities.