International Journal of
Information and Education Technology

Abstract

The quality educational inclusion - quality of education tandem implies the development of specific programs and internal and external supporting services. The problem that arises in the context of the inclusive school is that it must also respond to quality demands, not just for the education of pupils with specific needs of educational support, also for the regular students. One of the obstacles that face the inclusion of educational quality is the existence of systems that are not adapted to the training needs of their students. The preamble of the current educational legislation states that a student who is in compulsory educational schooling period should receive a comprehensive training. At present, the educational environment is characterized by the inclusion of Information and Communication Technologies (ICT) in the official curriculum to align the needs and trends of contemporary society to the socio-educational reality. Although pupils with specific needs of educational support have more human and material resources to receive the care they need, it is not always possible to develop in the classroom motivational activities that catch up their interest. Concept Maps applications help ICT curricular integration in the didactic programming, developing the aims of application and synthesis of Bloom's taxonomy (1972) in the teaching-learning processes. The pedagogic task should be challenging, assertive, motivating and must offer students education aligns to current demands.