| 全纳教育及其在中国的发展历程 |
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| 引用本文： | 甘昭良,王梅,颜兰.全纳教育及其在中国的发展历程[J].昆明师范高等专科学校学报,2009,31(5):75-78. |
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| 作者姓名： | 甘昭良 王梅 颜兰 |
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| 作者单位： | [1]泉州师范学院特殊教育系,福建泉州362000 [2]昆明学院初教系,云南昆明650031 |
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| 摘 要： | 全纳教育是重要的国际教育思想，主张接纳所有学生，反对歧视和排斥，促进积极参与，注重集体合作，满足不同需求。全纳教育在中国的发展经历了家庭形式、学校形式以及随班就读形式等三个阶段，并正在向人本特教形式的全纳教育阶段迈进。在我国实施全纳教育要考虑全纳教育发展的多元化现状、地区差异以及特殊儿童的残疾类型和残疾程度。
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| 关 键 词： | 全纳教育 发展历程 特殊教育 特殊学校 随班就读 人本特教 |
On Inclusive Education and Its Development Process in China |
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| GAN Zhao-liang,WANG Mei,YAN Lan.On Inclusive Education and Its Development Process in China[J].Journal of Kunming Teachers College,2009,31(5):75-78. |
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| Authors: | GAN Zhao-liang WANG Mei YAN Lan |
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| Institution: | 1. Department of Special Education, Quanzhou Normal Collage, Fujian Quanzhou 362000, China 2. The Elementary Education Department, Kunming University, Yunnan Kunming 650031, China) |
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| Abstract: | As an important educational concept in the international educational arena, Inclusive Education advocate with free admission of all students without discrimination. It opposes discrimination and exclusion of all forms, encourages active participation, celebrates team work, and sticks to the principle of meeting with diverse needs. In China,Inclusive Education experienced 3 major stages,namely, education within family, school education and learning in regular classes. At present, it is pushing forward towards Inclusive Education in the form or mode of Humanistic Special Education. To carry out Inclusive Education in China should pay attention to the multi-element situation, regional difference and the disabled type and degree of special children. |
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| Keywords: | Inclusive Education development course special education special school learning in regular classes humanistic special education |
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