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Research in recent decades examining the correlates of educational outcomes highlights the role of religiosity in students’ academic progress and achievements. An increasing number of recent studies in the field of education confirm this hypothesis, the one of the positive influences of religiosity on behavior and attitudes with a positive effect on the achievement of educational goals and academic results. As such, denominational schools are also under the attention of many researchers who observe differences between these religious schools and other, non-religiously affiliated schools. The sociological literature even speaks of a „religious school effect”, inspired by the original idea of the „Catholic school effect”, stressing that beyond the impact of individual religiosity on school outcomes, mediated mainly by attitudinal and psychosociological effects, there are also moderators at the institutional level resulting from the specificity of denominational schools. In the present study we test these two hypotheses simultaneously by modeling the learning averages of a large sample of 8th graders in Bihor County, Romania, using simple linear regression. Our results confirm what we have already found in previous studies, namely that personal religiosity has a positive effect on learning outcomes, while a separate effect at the institutional level cannot be shown. [ABSTRACT FROM AUTHOR]

This paper is a theoretical synthesis that addresses the way in which special education is organized and the situation of the children with disabilities that are integrated in mainstream education, as well as their evolution over time. The attitudes towards disability have changed radically in recent years: even though at first it was considered an abnormality and was the reason why many people have suffered, today it is no longer seen as a burden, but as an opportunity. Even though attitudes towards children with disabilities have changed, there is still reluctance to integrate them into mainstream education, both on the part of the other students' parents and on the part of teachers. Policies on the education of children with disabilities emphasize equal access to quality education, but it still takes time to be able to talk about their real inclusion. Special schools were seen as a solution for educating children with disabilities, who had certain special needs that could not be met in mainstream schools at the time. In addition to strictly academic skills, these children need to develop transversal interaction and communication skills. [ABSTRACT FROM AUTHOR]