| | | | | 随班就读与融合教育——中西方特殊教育模式的比较 | | | 邓猛;朱志勇 | | | 本论文在回顾西方融合教育和中国随班就读相关文献的基础上,对随班就读的概念及其与西方融合教育之间的关系进行了分析,并对随班就读的本质进行了探讨,认为我国随班就读属于全球范围内的融合教育运动范畴,是西方融合教育的形式与我国特殊教育实际的结合,是一种实用主义的融合教育模式。
【作者单位】：华中师范大学教育学院 湖北武汉430079(邓猛);北京师范大学教育管理学院 北京100875(朱志勇)
【关键词】：随班就读;融合教育;特殊教育
【分类号】：G760
【DOI】：CNKI:SUN:HZSD.0.2007-04-020
【正文快照】：
融合教育思想①直接起源于美国1950年代以来的民权运动(Civil Rights),更远可以追溯到文艺复兴、法国启蒙运动时期西方对平等、自由的追求的一系列社会运动[1]。融合教育是基于满足所有学生的多样(diverse)需要的信念,在具有接纳(Acceptance)、归属(Belongings)和社区感(Community)文化氛围的邻近学校内的高质量(high quality)、年龄适合(Age-appropriate)的班级里为特殊儿童提供平等接受高效的教育与相关服务的机会[2]。我国自20世纪80年代中期以来开始了吸收能够跟班学习的残疾儿童在本村普通小学随班就读(Learning in Regular Class,… | | |  推荐 CAJ下载  PDF下载 | | | CAJViewer7.0阅读器支持所有CNKI文件格式，AdobeReader仅支持PDF格式 | | | | "Learning in Regular Class" and Inclusive Education: A Comparison between Chinese and Western Model for Special Education | | | DENG Meng1;ZHU Zhi-yong2 (1.College of Education;Huazhong Normal University;Wuhan 430079;China;2.College of Education Management;Beijing Normal University;Beijing 100875;China) | | | This paper analyzed the definition of "Learning in Regular Class"(LRC) and made a comparison between LRC and inclusive education,and subsequently,an exploration on the nature of LRC was conducted.The conclusion was that LRC is a pragmatic model of inclusion that has evolved out of a compromise of the Western concept of inclusion and practical considerations related to Chinese social and educational conditions.
【Keyword】：Learning in Regular Class;Inclusive Education;special education |
| | | | | | 1 | SALEND,S.J; Effective mainstreaming:Creatinginclusive classrooms [M];; 1998年 | | 2 | ZIONTS,P; Inclusion strategies for students withlearning and behavior problems:Perspectives,experiences,and best practices[M] [M];; 1997年 | | 3 | LIN,B,&FAN,L; Education in Mainland China:Review and Evaluation. [M] [M];; 1990年 | | 4 | HARING,N.G,MCCORMICK,L,&HARING,T.G; Exceptional children and youth:Anintroduction to special education [M];; 1994年 | | 5 | BRADLEY,D.F,KING-SEARS,M.E,&TESSIER-SWITLICK,D.M; Teaching students ininclusive settings:From theory to practice[M] [M];; 1997年 | | 6 | BOOTH,T.,AINSCOW,M; From them to us:Aninternational study of inclusion in education[M] [M];; 1998年 | | 7 | FUCHS,D,&FUCHS,L.S; Inclusive schoolsmovement and the radicalization of special educationreform[J] [M];Exceptional Children,; 1994年 | | 8 | DENG,M,&POON-MCBRAYER,K.F; InclusiveEducation in China:Conceptualization andRealization[J] [M];Asia-Pacific Journal of Education.; 2004年 | | 9 | DENG,M,&MANSET,G; Analysis of the“Learning in Regular Classrooms”movement inChina[J] [M];Mental Retardation,; 2000年 | | 10 | SKRTIC,T.M; Behind special education:A criticalanalysis of professional culture and school organization[M] [M];; 1991年 |
|
|
|
