The continuous migration of Moldavian population is associated with high rates of child dropout of preschool education leading to disruptions to the educational system. This affects both the quality of the educational process and the accessibility of educational services. A specific problem arouses when speaking about integration of disabled children into the education system. As far back as during soviet period these children were not allowed to attend kindergartens and comprehensive schools, but only residential institutions specially created for them. At the end this led to their maldaptation to a social and a personal life, they lost all connections with their families and were considered as „inferior” by the members of the society resulting in discrimination and making a mentality of stigma.

After 20 years of reforms conducted in the Republic of Moldova, this is still less developed and incipient actions were taken by the Government and so by the civil society but these actions have to be strengthened. Thus, further on, the large majority of disabled children are brought up in special schools. On the other hand, although the nongovernmental organizations tried to help disabled children get integrated into comprehensive schools, the number of children who attend such educational institutions is very small. This phenomenon is a result of the lack of a school infrastructure suitable for disabled children, the rigidity of all-round school principals, the lack of books and of a curriculum for the education of disabled children in comprehensive schools. In general, there is a lack of a coherent policy for the deinstitutionalization of disabled children. We can also speak about the lack of a communication strategy promoting the inclusion of disabled children that would change the population’s approach towards disabled children.

The goal of Czech development project is to promote educational inclusion of children with special needs by working out the mechanisms that will improve the educational access for children with special needs. In order to achieve the stated goal, the project implemented by ADRA will create preschool inclusion services in kindergarten located in Orhei (approximately 50 kilometers north of the capital). The kindergarten teachers and the other staff of the kindergarten will be trained to work with children with special needs. Disabled children from Orhei and neighbouring villages will be supported to enter the kindergarten. The project also aims to promote inclusive education model of children with disabilities in the general educational institutions. The project implementers will assist the Ministry of Education in adjusting the existing curriculum to the needs of these children and encourage the creation of a group of experts that will elaborate the educational standards for preschool educational institutions. On every stage of project implementation, Ministry of Education representatives and local level decision makers are informed about the project activities and invited in various project educational events, such as trainings and workshops. Such approach may increase knowledge of local key stakeholders about the benefits of inclusive education for disabled children and their families as well as for the district population.