| 在中国发展全纳性教育 |
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| 引用本文： | 陈云英.在中国发展全纳性教育[J].中国特殊教育,1997(2). |
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| 作者姓名： | 陈云英 |
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| 作者单位： | 中央教育科学研究所特殊教育研究室!北京，100088 |
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| 摘 要： | 特殊教育在过去的两个世纪的发展中经历了四个发展阶段。目前特殊教育已经成为一个国家发展水平的标志而倍受重视。“特殊教育”由过去的为少数儿童服务的教育正发展成为为每一个儿童的“特殊需要教育”。在正常化原则、全面参与社会原则的推动下，特殊教育与普通教育结合起来，成为一体化教育。一体化教育又称为残儿童随班就读，在中国已走过了充满活力的十年。现在一体化教育的更进一步发展成为全纳性教育。全纳性教育可以分解为全纳教育体系、全纳性学校、全纳性课堂。在中国的教育界引起重视并发展起来。
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| 关 键 词： | 全纳性教育 一体化教育 正常化原则 |
DEVELOPING INCLUSIVE EDUCAT1ON IN CHINA |
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| Chen Yunying.DEVELOPING INCLUSIVE EDUCAT1ON IN CHINA[J].Chinese Journal of Special Education,1997(2). |
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| Authors: | Chen Yunying |
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| Abstract: | The development of Special Education has gone through foar phrases in the last two centuries. Nowadays, special education gains its status as a major component of the development of a country's education. Changes in the field were obvious, from "special education" for a small portion of children to "special needs education" for every child. Along with the principles of normalization and full participation,educational integration has developed as a major impetus in education of China in the last decade. Education of the world call for more radial reform in education system to include every child. This trend uas declared in the statement of "The Declaration of Harbin" and " The Declaration of Salamanca". In welcoming the next century, to develop an inclusive education system, an inclusive school, and an inclusive classroom drew attention of Chinese education community. |
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| Keywords: | inclusive education integration principles of normalization |
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