融合教育背景下特殊教育的认同危机与发展理路反思

Identity Crisis and Reflection on the Development of Special Education Under the Background of Inclusive Education

受后现代主义哲学和文化思潮影响,融合教育成为全球特殊教育的发展趋势。从隔离到融合的变迁给现代主义范式下的传统特殊教育带来困惑与未知感,特殊教育在发展过程中因受到融合教育的冲击而面临认同危机。本研究以史为鉴,审视特殊教育认同危机背后的历史文化脉络,致力于纠正融合安置地点而非教学成为特殊教育的关注焦点,以及淡化残疾与其他人类差异的差异性等错误认识。本研究还就我国特殊教育发展的基本理路进行反思,强调特殊教育学界需要深入体认自身学科在教学上的“特殊性”本质。面向未来,我国特殊教育发展需基于国情和社会文化土壤,探索具有中国特色、有效、负责任的融合教育之路。

Influenced by postmodernist philosophy and cultural trends,inclusive education has become the development trend of global special education.The transition from isolation to inclusion has brought confusion and a sense of unknown to traditional special education under the paradigm of modernism,and special education is facing an identity crisis due to the impact of integration education in the development process.Using history as a mirror,this study examines the historical and cultural context behind the identity crisis in special education,and aims to correct misconceptions such as inclusion placement rather than teaching as the focus of special education,and downplaying the differences between disabilities and other human differences.This study also reflects on the basic rationale for the development of special education in China,emphasizing that the special education academic circle needs to deeply understand the“special”nature of its own discipline in teaching.Facing the future,the development of special education in China needs to be based on national conditions and social and cultural soils,and explore an effective and responsible way of inclusive education with Chinese characteristics.