为了所有人的教育
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摘要
全纳教育是20世纪90年代兴起的一种新国际教育思潮，在目前欧美的许多国家，有关这一思潮的理论探讨已经有了相当的气候，而且在立法、体制和实践方面也形成了一些模式化的做法。相形之下，我国对全纳教育这一领域的系统理论阐发则相当薄弱和稚嫩。因此，本文就试图从理论层面对这一在国外日渐愈发关注的思潮做一系统探讨，希望能够促使这一研究论题在我国得到系统性的关注。另外，全纳教育在我国的变式——随班就读之发起主要是一种自下而上的实践总结，而缺乏深层次的理论铺垫，因此有些特殊教育专家试图为随班就读搭起一个理论框架，建设一个随班就读教育学，在这里也希望本论文能够对此有所助益。
本文第一部分将对全纳教育兴起的背景和发展过程做一详述。在西方，全纳教育是特殊教育领域内“回归主流”和“统合教育”教育模式和思想的逻辑延伸，但是全纳教育已经跳出了特殊教育领域的范围，涉及到了普通教育领域。在欧美，全纳教育研究的新进展是：像英国全纳教育专家布思和埃因斯考等学者已经跳出了对学生安置方式的过分关注，而是运用“全纳——排斥”的分析框架和精神来理解全纳教育。在这一分析模式下，布思主张全纳教育的发展渊源可以追溯到传统的综合教育和社区教育的历史当中去。但是，由于全纳教育的提出是发端于特殊教育领域，因此本文就运用英国学者克拉夫的分析模式，从特殊教育角度出发把全纳教育理论的发展渊源和过程分为五个阶段：医学——心理学传统；社会学批判观；课程观；学校有效性策略；残疾人研究批判。同时，由于国际组织在全纳教育思想兴起过程中起到了重大的推动作用，因此，本文将循着教育和人权的关系主线梳理国际组织，尤其是联合国的一些会议和公约、宣言等在推动全纳教育发展当中的巨大作用。
本文第二部分将对全纳教育的定义和基本理念做一些分析。目前，有关全纳教育的概念纷繁芜杂，不一而足。本文将选取有代表性的三种全纳教育定义，分析其异同。接下来，会对全纳教育的基本理念做一分析。全纳教育主张消除传统普通教育和特殊教育的两元对立，建立一个一元教育体系，其纳入全体学生。全纳教育不是一种适应观，不是同化教育，不是在一个一成不变的教育体系内模铸统一性，而是力主对教育体系进行根本改革，要求对普通教育的目的、功能、文化、政策和实践进行重组，以适应多样化学生的多样化需求。
随班就读是我国的创举，可以说是全纳教育在我国的变式。但是，随班就读与西方情境下产生的全纳教育有很大不同，而多与全纳教育之前的统合教育(又译成一体化教育)多有呼应。本文第三部分将从产生的社会和哲学基础、对象和基本理念三个层面对随班就读、统合教育和全纳教育的异同做一分析，将试图说
明，随班就读之发起主要立基于我国经济基础和人道主义传统，而全纳教育发展
的动力来自于社会民主诉求:随班就读对象是部分残疾学生，而全纳教育则针对
全体学生;随班就读是一种适应观，而全纳教育主张对普通教育进行根本的改革。
我国目前还无法脱离我国的社会结构而发展西方模式下的全纳教育，但是随班就
读应该是一个开放的概念，指向全纳教育。
全纳教育本身不是目的，而是达到全纳社会的手段。本文在小结中将说明全
纳教育和社会民主诉求紧密联系，其导向于建设一个社会公正、平等和民主参与
的全纳社会。
Inclusive education, which rises in 1990s, is a new international educational thought. In some European-American countries, at present, the theoretical discussions about this thought have made a great development. Moreover, some patterns of legislation, system and practice have come out. In contrast, systemic theoretic studies are quite spare in our country. Therefore, this article will try to discuss the thought theoretically and systemically and hope to boost a systemic concern of the study field. In addition, classroom integration, which is a Chinese mode of inclusive education, is mainly a practical summary. So it is scarce of deep-seated theoretical matting. Some experts of special education hence try to construct a theoretical framework for it and build a pedagogy of classroom integration. Here I hope this article will benefit the effort.
The context and development will be narrated in the first part. In the west, inclusive education is a logical step of the educational form of "mainstreaming" and "integration education'". But inclusive education has been beyond the range of special education and touched the field of the general education. In the European-American countries, the new development of inclusive education study is that some expert of inclusive education study, such as Booth and Ainscow, begin to apply the analytical framework of "Inclusion-Exclusion" to the understanding of inclusive education. With this analytical pattern. Booth argues that the development of inclusive education be retrospected to the history of comprehensive education and community education. However, the concept "inclusive education" is advanced from the field of special education, so according to the analytical framework of Claff, who is a English scholar, the article will partition the development of inclusive education into five stages. The five stages are: medical-psychological tradition; sociological critique; curriculum perspective; school effectiveness strategy and disability study critique. Simultaneously, because some international organizations have promoted the developing of inclusive education greatly, so this article will describe the effect of some meetings and charters and statements on the development of inclusive education, based on the relations of education and human rights.
In the second part, I will analyze the definition and some fundamental ideas of inclusive education. At present, there are various definitions of inclusive education. Here I will select three representative ones among them to discuss. Then I will discuss the fundamental ideas of inclusive education. Inclusive education argues that the traditional binary antinomy between the general education and special education will
be eliminated and a single educational system will be built in stead, which will include all the students. Inclusive education is not to assimilate all the students, but to reform the whole the educational system radically. It demands that the intent, function, culture, policy and practice of general education be reconstructed to respond to the diverse needs of all the students.
Classroom integration is a pioneering work of china. Now it is considered to be a kind of inclusive education. However, classroom integration differs from inclusive education of the western situation in some ways. But it echoes integrative education, which is a concept anterior and relevant to inclusive education. In the third part of the article. I will analyze the differences of the social and philosophical basics, objects and fundamental ideas among classroom integration, integrative education and inclusive education. The launch of classroom integration is based on the economic basis and humanitarian tradition of our country, but the developing motives of inclusive education is out of the pursue of social democracy; the object of classroom integration is part of the disabled students, but inclusive education argues that the educational system include all the students; Classroom integration means the disabled students adapt the system of
本文第一部分将对全纳教育兴起的背景和发展过程做一详述。在西方，全纳教育是特殊教育领域内“回归主流”和“统合教育”教育模式和思想的逻辑延伸，但是全纳教育已经跳出了特殊教育领域的范围，涉及到了普通教育领域。在欧美，全纳教育研究的新进展是：像英国全纳教育专家布思和埃因斯考等学者已经跳出了对学生安置方式的过分关注，而是运用“全纳——排斥”的分析框架和精神来理解全纳教育。在这一分析模式下，布思主张全纳教育的发展渊源可以追溯到传统的综合教育和社区教育的历史当中去。但是，由于全纳教育的提出是发端于特殊教育领域，因此本文就运用英国学者克拉夫的分析模式，从特殊教育角度出发把全纳教育理论的发展渊源和过程分为五个阶段：医学——心理学传统；社会学批判观；课程观；学校有效性策略；残疾人研究批判。同时，由于国际组织在全纳教育思想兴起过程中起到了重大的推动作用，因此，本文将循着教育和人权的关系主线梳理国际组织，尤其是联合国的一些会议和公约、宣言等在推动全纳教育发展当中的巨大作用。
本文第二部分将对全纳教育的定义和基本理念做一些分析。目前，有关全纳教育的概念纷繁芜杂，不一而足。本文将选取有代表性的三种全纳教育定义，分析其异同。接下来，会对全纳教育的基本理念做一分析。全纳教育主张消除传统普通教育和特殊教育的两元对立，建立一个一元教育体系，其纳入全体学生。全纳教育不是一种适应观，不是同化教育，不是在一个一成不变的教育体系内模铸统一性，而是力主对教育体系进行根本改革，要求对普通教育的目的、功能、文化、政策和实践进行重组，以适应多样化学生的多样化需求。
随班就读是我国的创举，可以说是全纳教育在我国的变式。但是，随班就读与西方情境下产生的全纳教育有很大不同，而多与全纳教育之前的统合教育(又译成一体化教育)多有呼应。本文第三部分将从产生的社会和哲学基础、对象和基本理念三个层面对随班就读、统合教育和全纳教育的异同做一分析，将试图说
明，随班就读之发起主要立基于我国经济基础和人道主义传统，而全纳教育发展
的动力来自于社会民主诉求:随班就读对象是部分残疾学生，而全纳教育则针对
全体学生;随班就读是一种适应观，而全纳教育主张对普通教育进行根本的改革。
我国目前还无法脱离我国的社会结构而发展西方模式下的全纳教育，但是随班就
读应该是一个开放的概念，指向全纳教育。
全纳教育本身不是目的，而是达到全纳社会的手段。本文在小结中将说明全
纳教育和社会民主诉求紧密联系，其导向于建设一个社会公正、平等和民主参与
的全纳社会。
Inclusive education, which rises in 1990s, is a new international educational thought. In some European-American countries, at present, the theoretical discussions about this thought have made a great development. Moreover, some patterns of legislation, system and practice have come out. In contrast, systemic theoretic studies are quite spare in our country. Therefore, this article will try to discuss the thought theoretically and systemically and hope to boost a systemic concern of the study field. In addition, classroom integration, which is a Chinese mode of inclusive education, is mainly a practical summary. So it is scarce of deep-seated theoretical matting. Some experts of special education hence try to construct a theoretical framework for it and build a pedagogy of classroom integration. Here I hope this article will benefit the effort.
The context and development will be narrated in the first part. In the west, inclusive education is a logical step of the educational form of "mainstreaming" and "integration education'". But inclusive education has been beyond the range of special education and touched the field of the general education. In the European-American countries, the new development of inclusive education study is that some expert of inclusive education study, such as Booth and Ainscow, begin to apply the analytical framework of "Inclusion-Exclusion" to the understanding of inclusive education. With this analytical pattern. Booth argues that the development of inclusive education be retrospected to the history of comprehensive education and community education. However, the concept "inclusive education" is advanced from the field of special education, so according to the analytical framework of Claff, who is a English scholar, the article will partition the development of inclusive education into five stages. The five stages are: medical-psychological tradition; sociological critique; curriculum perspective; school effectiveness strategy and disability study critique. Simultaneously, because some international organizations have promoted the developing of inclusive education greatly, so this article will describe the effect of some meetings and charters and statements on the development of inclusive education, based on the relations of education and human rights.
In the second part, I will analyze the definition and some fundamental ideas of inclusive education. At present, there are various definitions of inclusive education. Here I will select three representative ones among them to discuss. Then I will discuss the fundamental ideas of inclusive education. Inclusive education argues that the traditional binary antinomy between the general education and special education will
be eliminated and a single educational system will be built in stead, which will include all the students. Inclusive education is not to assimilate all the students, but to reform the whole the educational system radically. It demands that the intent, function, culture, policy and practice of general education be reconstructed to respond to the diverse needs of all the students.
Classroom integration is a pioneering work of china. Now it is considered to be a kind of inclusive education. However, classroom integration differs from inclusive education of the western situation in some ways. But it echoes integrative education, which is a concept anterior and relevant to inclusive education. In the third part of the article. I will analyze the differences of the social and philosophical basics, objects and fundamental ideas among classroom integration, integrative education and inclusive education. The launch of classroom integration is based on the economic basis and humanitarian tradition of our country, but the developing motives of inclusive education is out of the pursue of social democracy; the object of classroom integration is part of the disabled students, but inclusive education argues that the educational system include all the students; Classroom integration means the disabled students adapt the system of
引文
[1]马戎：“美国的种族与少数民族问题”，《北京大学学报(哲社版)》，1997(1)。
[2]万明钢：“消除学校中的种族偏见——美国民族教育的核心问题”，《世界民族》．1998(1)。
[3]高虹：“论当代妇女解放的现实标准”，《学习与探索》，1999(2)。
[4]黄志成：“全纳教育——21世纪全球教育研究新课题”，《全球教育展望》2001(1)。
[5][英]齐尔格特鲍曼著／高华，吕东，徐庆，薛晓源译：《通过社会学去思考》，北京：社会科学文献出版社，2002年版。
[6]黄志成：“试论全纳教育的价值取向”，《外国教育研究》，2001(3)。
[7]张福娟、马红英、杜晓新主编：《特殊教育史》，上海：华东师范大学出版社，2000年版。
[8]关于开展残疾儿童少年随班就读工作的试行办法〉，国家教育委员会于1994年7月21号印发。来自于http://www.specialneeds.org.cn/temp_class/pol_code/pol_code.com
[9]雷江华 邬春芹．中国一体化教育模式的探讨——对随班就读的思考．来自于 http://www.Specialneeds.Org.cn/teep_class/class_teach/classroom_tea_57_2.htm
[1]Daniel P Hallahan and James M Kaffman(2000). Exceptional learners: Introduction to Special Education. Boston: Allyn and Bacon.
[2]Peter CIough and Jenny Corbett(2000). Theories of Inclusive Education: A Students' Guide. London: Paul Chapman Publishing Ltd.
[3]Margret A Winzer and Kas Mazurek, Editors(2000). Special Education in the 21ST Century: Issues of Inclusion and Reform. Washington: Gallaudet University press.
[4]Hanrry Danniels(2000): Special Education Reformed: Beyond Rhetoric? London: Farlmer Press.
[5]Sip Jan Pijl, Cot J. W. Meijer and Seamus Hegarty(1997). Inclusive Education: A Global Agenda. London: Routledge.
[6]Sally Beveridge(1999): Special Educational Needs in Schools. London: Routledge.
[7]Joyce S Choate(2000). Successful Inclusive Teaching: Proven Ways to Detect and Correct Special Needs. Boston: Allyn and Bacon.
[8]Rena B Lewis and Donald H Doorlag(1999). Teaching Special Students In General Education Classrooms. New Jersey: Prentice-Hall, Inc.
[9]Linda Jordan and Chris Goodey(1996). Human Rights and Shool Change: the Newham Story. Centre for Studies on Inclusive Education. England.
[10]Tomas, Gary and Andrew Loxley (2001).Deconstructing Special Education and Constructing Inclusion. London: Open University Press.
[11]Deanna J. Sands, Elizabeth B. Kozleski and Nancy K. French(2000). Inclusive education for t he 21st century. Australia ; Belmont, CA : Wadsworth/Thomson Learning, c.
[2]万明钢：“消除学校中的种族偏见——美国民族教育的核心问题”，《世界民族》．1998(1)。
[3]高虹：“论当代妇女解放的现实标准”，《学习与探索》，1999(2)。
[4]黄志成：“全纳教育——21世纪全球教育研究新课题”，《全球教育展望》2001(1)。
[5][英]齐尔格特鲍曼著／高华，吕东，徐庆，薛晓源译：《通过社会学去思考》，北京：社会科学文献出版社，2002年版。
[6]黄志成：“试论全纳教育的价值取向”，《外国教育研究》，2001(3)。
[7]张福娟、马红英、杜晓新主编：《特殊教育史》，上海：华东师范大学出版社，2000年版。
[8]关于开展残疾儿童少年随班就读工作的试行办法〉，国家教育委员会于1994年7月21号印发。来自于http://www.specialneeds.org.cn/temp_class/pol_code/pol_code.com
[9]雷江华 邬春芹．中国一体化教育模式的探讨——对随班就读的思考．来自于 http://www.Specialneeds.Org.cn/teep_class/class_teach/classroom_tea_57_2.htm
[1]Daniel P Hallahan and James M Kaffman(2000). Exceptional learners: Introduction to Special Education. Boston: Allyn and Bacon.
[2]Peter CIough and Jenny Corbett(2000). Theories of Inclusive Education: A Students' Guide. London: Paul Chapman Publishing Ltd.
[3]Margret A Winzer and Kas Mazurek, Editors(2000). Special Education in the 21ST Century: Issues of Inclusion and Reform. Washington: Gallaudet University press.
[4]Hanrry Danniels(2000): Special Education Reformed: Beyond Rhetoric? London: Farlmer Press.
[5]Sip Jan Pijl, Cot J. W. Meijer and Seamus Hegarty(1997). Inclusive Education: A Global Agenda. London: Routledge.
[6]Sally Beveridge(1999): Special Educational Needs in Schools. London: Routledge.
[7]Joyce S Choate(2000). Successful Inclusive Teaching: Proven Ways to Detect and Correct Special Needs. Boston: Allyn and Bacon.
[8]Rena B Lewis and Donald H Doorlag(1999). Teaching Special Students In General Education Classrooms. New Jersey: Prentice-Hall, Inc.
[9]Linda Jordan and Chris Goodey(1996). Human Rights and Shool Change: the Newham Story. Centre for Studies on Inclusive Education. England.
[10]Tomas, Gary and Andrew Loxley (2001).Deconstructing Special Education and Constructing Inclusion. London: Open University Press.
[11]Deanna J. Sands, Elizabeth B. Kozleski and Nancy K. French(2000). Inclusive education for t he 21st century. Australia ; Belmont, CA : Wadsworth/Thomson Learning, c.