form skills on personal identity and harmonious relationship that emphasizes self-knowledge and acceptance, exploitation and self-assessment of personal resources, family as value, etc. However, following discussions with students during visits to the educational institutions of the People's Advocate for Children's Rights, it was found that students' knowledge is limited to the mere enumeration of their rights, without being able to describe any application and protection of the nominated rights. The Children's Ombudsman notes with reference to Art. 29 of the UN Convention on the Rights of the Child195, that the state has an obligation to ensure the proper implementation of the provisions of the Convention, which means that children must receive adequate training in the child’s rights. The Children's Ombudsman also regrets that the opinion of the National Institution for Child Rights' Protection (the People's Advocate for Children's Rights) was not requested when developing textbooks for human / child rights related subjects (Education for Society and Personal Development). Another issue analyzed by the People's Advocate for Children's Rights during 2019 was the low level of educational inclusion of children with special needs in educational institutions. The issue has also been addressed in previous reports of the Children's Ombudsman196 but the large number of complaints to the Child’s Phone of the People's Advocate Office indicates that this issue has not been resolved and even more, it is in a state of aggravation. If in the previous periods the major problems that were invoked consist in the lack of physical conveniences of accessibility inside the educational institutions now, the approached problems are more complex and more sensitive. Such a problem is the observance of the children’s rights with special needs in the psycho-emotional spectrum and those with sensory problems of sight and hearing. Due to the specific features of development, these children need specific attention and care, requiring the permanent assistance of the supportive teacher. Following the monitoring process, the following aspects were identified:  The number of supportive teachers in educational institutions is insufficient;  The overestimated norm of the number of children with special educational needs established for a supportive teacher; 195 196 https://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx http://ombudsman.md/avocatul-copilului/rapoarte/ 124