国际融合教育研究进展综述及对我国的启示
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摘要
融合教育理念自提出以来就受到社会广泛关注,经过几十年的发展,融合教育逐渐成为特殊教育乃至普通教育领域讨论最热烈话题之一。国外研究者对融合教育政策、融合教育态度和信念、融合教育教师培养、融合教育实践以及融合教育质量评价进行了深入的研究,取得了丰硕的研究成果。本文通过对国外研究进行梳理,发现我国融合教育发展中存在政策法规不健全、态度消极、教师专业水平不高、融合教育整体质量较低等问题,急需通过完善法律法规、提高教师观念和融合教育素养、改进课堂教学来促进融合教育的整体发展。
Since the introduction of the concept of inclusive education, it has received wide attention. After decades of development, inclusive education has gradually become a hot issue in the field of special education and even general education. Foreign researchers have conducted in-depth research on inclusive education in many aspects, such as policies, attitudes and beliefs, training, practice and inclusive education quality evaluation, and have made significant progress.. Through the review, we find there are some problems in China's inclusive education: inadequate policies, negative attitude, low professional level of teachers, and low quality of inclusive education. Inclusive education in China can be improved by improving laws and regulations, teachers' concepts and professional ability, and improving classroom teaching strategy.
Since the introduction of the concept of inclusive education, it has received wide attention. After decades of development, inclusive education has gradually become a hot issue in the field of special education and even general education. Foreign researchers have conducted in-depth research on inclusive education in many aspects, such as policies, attitudes and beliefs, training, practice and inclusive education quality evaluation, and have made significant progress.. Through the review, we find there are some problems in China's inclusive education: inadequate policies, negative attitude, low professional level of teachers, and low quality of inclusive education. Inclusive education in China can be improved by improving laws and regulations, teachers' concepts and professional ability, and improving classroom teaching strategy.
引文
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[2]Alan.R,Simon.P?More.policies,greater.inclusion?Exploring.the.contradictions.of.New.Labour.inclusive.education.policy?International.Studies.in.Sociology.of.Education,2008,18(1):15-29?
[3]Thomas.T.E,Christopher.J.J?Is.there.something.rotten.in.the.state.of.Denmark?The.paradoxical.policies.of.inclusive.education-lessons.from.Denmark?International.Journal.of.Inclusive.Education,2015,19(5):469-486?
[4]Tisdall.L,Sheila.R?Policies.on.special.needs.education:competing.strategies.and.discourses?European.Journal.of.Special.Needs.Education,2006,21(4):363-379?
[5]Zoniou-Sideri.A,Vlachou.A?Greek.teachers’belief.systems.about.disability.and.inclusive.education?International.Journal.of.Inclusive.Education,2006,10(4):379-394?
[6]Yona.L,Rea.K?Evaluating.Inclusion:an.examination.of.parent.views.and.factors.influencing.their.perspectives,International.Journal.of.Disability?Development.and.Education,2004,51(3):271-285?
[7]Sharma.U,Forlin.C,Loreman.T?Pre-Service.Teachers’Attitudes,Concerns.and.Sentiments.about.Inclusive.Education:An.International.Comparison.of.Novice.Pre-Service.Teachers?International.Journal.of.Special.Education,2006,21(2):80-95?
[8]Susanne.S,Markus.G,Elfriede.M.E,Barbara.G.K?An.examination.of.public.opinion.in.Austria.towards.inclusion?Development.of.the‘Attitudes.Towards.Inclusion.Scale’-ATIS?European.Journal.of.Special.Needs.Education,2012,27(3):355-371?
[9]Nowicki.E.A?A.cross-sectional.multivariate.analysis.of.children’s.attitudes.towards.disabilities?Journal.of.Intellectual.Disability.Research,2006,50:335-348?
[10]Messiou.K?“Research.in.the.Field.of.Inclusive.Education:Time.for.a.Rethink?”International.Journal.of.Inclusive.Education,2017,21(2):146-159?
[11]Verity.D,Amanda.W?Teacher.Education.for.inclusion.in.Europe?UNESCO.IBE,2011,41(3):341-353?
[12]Sue.P?Preparing.for.inclusive.education:the.precourse.experiences.of.prospective.secondary.school.teachers.on.a.UK-based.training.course?Journal.of.Research.in.Special.Education.Need,2007,02:16-27?
[13]Robinson.D?Effective.inclusive.teacher.education.for.special.educational.needs.and.disabilities:Some.more.thoughts.on.the.way.forward?Teaching.and.Teacher.Education,2017,61:164-178?
[14]Sérgio.G,Margarida.A.M?Teacher.perceived.difficulty.in.implementing.differentiated.instructional.strategies.in.primary.school?International.Journal.of.Inclusive.Education,2017,21(5):544-556?
[15]颜廷睿,邓猛?西方全纳教育效果的研究分析与启示?中国特殊教育,2013,03:3-7?
[16]Cole.C.M,Waldron.N,Majd.M?Academic.progress.of.students.across.inclusive.and.traditional.settings?Mental.Retardation,2004,42(2):136-144?
[17]Staub.D,Schwartz.I.S,Gallucci.C,Peck.C.A?Four.portraits.of.friendship.at.an.inclusive.school?Journal.of.the.Association.for.Persons.with.Severe.Handicaps,1994,19(4):314-325?
[18]Ozlem.E,Robert.S.S?Moving.forward.in.inclusive.education.research?International.Journal.of.Inclusive.Education,2016,16(2):221-233?
[19]Kyriazopoulou.M.H?Development.of.a.set.of.indicatorsfor.inclusive.education.in.Europe?Odense,Denmark:European.Agency.for.Development.in.Special.Needs.Education,2009?