全纳教育环境中学生发展状况的研究被引量：11

A Study on Students' Development in Inclusive Education

导出

摘要本文对国内外全纳教育环境中的特殊学生以及普通学生发展状况的相关研究进行分析后,提出:(1)全纳教育环境有利于促进特殊学生学业能力、社会交往能力的发展,特殊学生对全纳教育环境感到满意;(2)全纳教育环境不会影响促进普通学生的发展,普通学生对特殊学生持接纳态度;(3)在促进学生发展的各种因素中,教师对特殊学生的态度与教师自身的素质占据重要地位。 Based on the results of various researches on the influence of inclusive education on the development of students with and without special needs, the article concludes that：（ 1 ） Inclusive education improves the academic performance and social skills of students with special needs, and special students are satisfied with the inclusive setting; （2） Inclusive education has little negative influence on the development of students without special needs, and these students show positive attitude to special students; （3） Among different positive factors facilitating the students＇ developing, the attitude of teachers to special students and teachers＇ competences play very important roles.

作者杨希洁

机构地区中央教育科学研究所心理与特殊教育研究中心

出处《中国特殊教育》 CSSCI 北大核心 2009年第7期23-27,38,共6页 Chinese Journal of Special Education

基金中央教育科学研究所2008年度基本科研业务费专项基金(中青年项目)课题(项目编号:GY200808)研究成果之一

关键词全纳教育学生发展促进因素 inclusive education development of the student positive factor

分类号 G760 [文化科学—特殊教育学]

引文网络
相关文献

参考文献24

1Baker E T,Wang M C.& Walberg H J.The effects of inclusion on leaming.Educational Leadership,1994,52(4):33-35.
2National Center on Educational Restructuring and Inclusion.National study of inclusive education.1994,New York:NCERI.8-12,26.
3Kemp,Coral.Investigating the transition of young children with intellectual mainstream classes:an Australian perspective.Intemational Journal of Disability Education,2003,50:403-433.
4Mills P E,Cole K N,Jenkins J R et al.Effects of differing levels of inclusion on preschools with disabilities.Exceptional Children,1998,(1):79-90.
5Crocker A D,Orr R R.Social behaviors of children with visual impairments enrolled in preschool programs.Exceptional Children,1996,(5):451-462.
6Garfinkle,Ann N,Schwartz,et al.Peer imitation:increasing social interactions in children with Autism and other developmental disabilities in inclusive preschool classrooms.Topics in Early Childhood Special Education,2002,(1):26-38.
7Valdez,Felicia,Montgomery,et al.Outcomes from two treatment approaches for children with communication disorders in Head Start.Journal of Children's Communication Development,1996,(2):65-71.
8Deno S,Murayama G,Espin C,et al.Educating students with mild disabilities in general education classrooms:Minnesota alternatives.Exceptional Children,1990,57(2):150-161.
9Brwon W L,Odom S L,Li Shouming,et al.Ecobehavioral assessment in early childhood programs:a portrait of preschool inclusion.Journal of Special Education,1999,(3):138-153.
10Hestenes L L,Carroll D E.The play interactions of young children with and without disabilities:individual and environment influences.Early Childhood Research Quarterly,2000,(2):229-246.