英国全纳教育研究

【作者】 王俊；

【导师】 黄志成；

【作者基本信息】 华东师范大学 ， 比较教育学， 2002， 硕士

【摘要】 全纳教育是于20世纪90年代兴起的国际教育思潮。随着教育平等、教育民主化和全民教育的兴起，随着各国对于教育平等、教育民主化的追求，全纳教育的理念得到世界各国的认可，许多国家开始把全纳教育的思想付诸实践。 全纳是提高参与并且减少被主流社会排斥的过程。全纳教育是指教育应当满足所有儿童的需要，而不论这些儿童处于何种身体、智力、社会、情感、语言及其他状况。全纳教育是“要提高学生的参与，减少学生被排斥”，从而使每个儿童能够受到最适合其本人的教育。 英国是当今世界上全纳教育发展较快的国家之一，提高成绩和促进全纳现已成为英国教育发展的两大原则与目标。国际社会的推动以及英国特殊教育面临的问题促使英国政府与民众开始坚定地实施全纳教育。 英国全纳教育的实施是一个渐进的过程。从华诺克报告、1981年教育法、1988年教育改革法以及“特殊教育需要鉴定与评估实施章程”等一系列重要的法律、法案中可以清晰地透析英国发展全纳教育的历史进程。 到目前为止，英国已经基本确立了一套全纳教育的实施框架并做了许多具体规划。政府积极推进，从立法的角度保障实施；逐步关闭特殊学校，对残疾儿童转入主流学校实行多样化的安置政策；对残疾儿童的安置与辅导提供多渠道的资金支持；实施灵活的课程计划，对教学方法进行变革，为班级中有特殊教育需要的儿童配备课程辅助人员、学习辅导人员，配备特殊教育需要协调人对整个学校的特殊需要教育政策进行协调；对全纳教育从业人员进行培训；积极吸收儿童家长参加。 我国自80年代末开始实施随班就读教改试验，在我国有了全纳教育的试验学校、课堂教学模式和教师培训方法，取得了一些的成绩，但也存在许多问题。英国实施全纳教育的做法与经验对我国的随班就读教改试验具有一定的启示和借鉴意义。更多还原

【Abstract】 Inclusive education is an international education thought emerging in the 1990s. With the rising thoughts of educational equality, democratization and Education for All, and also with the pursuit of educational equality and democratization in every country, the conception of inclusive education was accepted all over the world and many countries begin to put it into practice.Inclusion is the process of increasing participation and decreasing exclusion from mainstream social settings. Inclusive education means that education should meet all the children’s need, regardless of the states of health, intelligence, society, emotion, language, and etc. Inclusive education tries to increase students’ participation and decrease their being excluded, and then makes every child receive optimum education for himself.Nowadays, U.K. is one of the countries that inclusive education is developing much faster in the world. To improve performance and accelerate inclusion has become two main principles and targets of education development in U.K.. The drive from international society and the problems special education faces urge British government and the populace to put inclusive education into practice firmly.In U.K., the practice of inclusive education is a gradual process. We can clearly dialyze the historical process from a series of important bills: Warnock Report, the 1981 Education Act, the 1988 Education Reform Act and "the Code of Practice", and etc.So far, British government has fundamentally established a set of practical frameworks of inclusive education and made some specific projects. They are drived by Government and ensured to take effect by means of legislation. Special schools were closed gradually, diverse placement policies were done to replace disabled children from special schools into mainstream schools. Funds from multi-channels were supplied to replace and support disabled children. Curriculum plans were carried out flexibly and teaching methods were reformed, children with special educational need were provided with curriculum support, learning support assistant, and SENCO who coordinate all school polices of special educational need. Personnel of inclusive education were trained. Children’s parents were admitted to attend it actively.In China, the experiment of inclusive education began to be performed at the end of 1980s. There are experimental schools of inclusive education, teaching patterns and methods of training teachers, much achievement gained, however, many problems remained. Some measures and experiences from the inclusive education practice in U.K. will enlighten and benefit us in the experiment of inclusive education.更多还原