Students with disabilities who enroll in high schools are students who come from mainstream schools, having therefore studied English, preferably (ideally) according to their abilities, or from special schools, where no English was studied. In high school, they can choose whether to enroll in a collective class (integrated into a normal class of over thirty other adolescents without disabilities) or in a special education class (ten to fifteen adolescents with disabilities, where teaching activities are adapted to the needs of each class ). This choice is ideally made by parents for the benefit of the student, based on his educational needs, his social skills and his degree of readjustment. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essayIn theory teaching must be adapted to the level of each class, moreover, to each student, with or without disabilities, but in some way they must require the same learning abilities, using the best methods and techniques in the best conditions of learning, from teachers who never get tired or are burdened by personal problems, documents or inadequate behavior, who always smile and have free time and infinite financial resources. In practice, teachers are asked to adapt fifty minutes and four/five/six activities to thirty different levels of communication skills in English, thirty social skills, thirty mental and psychological states of mind, thirty different interests and motivations (if present), different learning styles, different types of intelligence, different levels of intelligence, different backgrounds and social and behavioral habits, different types of disabilities and still manage to have individual learning conversations with each student, one or more twice a week, with little (if any) material support from the institution, with piles of documents and statistics that must be prepared, written and analyzed daily, and maintaining balance regarding abuse, language and violent behavior everywhere , to the hunger of the students or the lack of proper 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 who do not produce anything tangible for the society, therefore paid like unskilled workers who have to commute but learn and take more exams than an entire family in a lifetime and all with a smile and an empty pocket. Teaching English has taught me that teaching on paper has little dealing with the reality of teaching a young Romanian generation today. Among the answers I receive every year when I ask teenagers whether or not it is useful to learn English is that illiterates are rich and famous, therefore learning is obsolete, cunning is the skill they need in a greedy society, not languages, and since they don't speak Romanian properly, it is not advisable for me to imagine that they will learn English. However, I continue to teach, hoping that conditions will improve and society will progress towards civilization in Romania too. Since the test was administered in a unique school in the country, a brief history is necessary. The School Center for Inclusive Education “Albatros” Constanta provides a team of teachers with the aim of facilitating access to education for children from disadvantaged groups, to offer support and rehabilitation. The staff involved in the education of children includes professors, special/specialist teachers, educational psychologists and special educational psychologists, as well as a social worker supported by a nurse. He addresses himselfto pupils over the age of fourteen coming from: regular/mass education; inclusive education; special education. The current school was founded on 15 December 1955 to qualify people with physical disabilities 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 the Special Professional School nr.17 and the Special Middle School of Accounting. They were two separate forms of education, in which 247 students and 242 students graduated respectively (within five years). Between 1960 and 1965 it took the form of a boarding school and canteen: the Special Technical Middle School of Accounting, where it was possible to graduate after six years of school. In 1965 it was founded as the Special Economic High School of Konstanz, with classes lasting four years, where students with motor disabilities could attend lessons. In 1983 it was founded as the only special and vocational education institute for students with neuropsychological deficiencies. It was an institution for the special education of students aged 14 to 20. Functioning as a special, therapeutic and compensatory education system, it was unique in Constanta County. On 13 October 2003 it changed its name to the School of Arts and Crafts, while from the 2007-2008 school year it transformed into the “Albatros” Constanta School Center for Inclusive Education. Today it has more than 300 students with physical, sensory, mental or no disabilities, in its school building in CSEI “Albatros” Constanta, as well as more than 300 students in the Sanatorium Techirghiol Special Secondary School branch and 40 in the Sanatorium School Mangalia branch . The “Albatros” School Center for Inclusive Education Constanta offers secondary school for hospitalized pupils in Techirghiol and Mangalia, high school, vocational school and post-high school for pupils in Constanta and areas around the city. After graduation, students can take the national high school leaving exam and enroll in university or study further at a CSEI Albatros post-secondary school. During their higher studies, students can obtain various qualifications that attest to their qualification levels, as follows: in the area of ​​Tourism and Food, students acquire the qualification of: hotel employee, chef or pastry chef. This field of work is the third most important in the national economy and is still growing, offering great opportunities for integration into the work field. The qualification offered by this school involves raising the quality of training through learning new skills, as the school collaborates with many economic operators in the city. The Aesthetics area includes qualifications such as: manicurist, pedicure and hairdresser. The Post-Secondary School offers three specializations: Beautician Technician (special class), Massage Technician (special class) and Nutritionist Technician (mass class), all free of charge. Autism Spectrum Disorder is a developmental disorder that manifests itself in the first two years of life, being 3-4 times more common in boys than in girls. Most children with autism also suffer from mental retardation. Among those with low intelligence, the ratio of boys to girls tends to be equal. This disorder affects language, play, cognition, social development and adaptive skills, causing increasingly profound delays in children of the same age. Autistic children don't learn the way other children learn. They seem unable to understand the simplest verbal and non-verbal communication, sensory information leaves them confused and they are characterized by varying degrees of isolation from the world around them. They develop an excessive interest in certain activities and objects that.