摘要
1994年萨拉曼卡会议以来,全纳教育中的残疾儿童接受基础教育在国际社会中遭遇了"雷声大、雨点小"的尴尬局面,一些重要国际组织对全纳教育普遍承诺却论而不行。而事实上全纳教育是惠泽于残疾人个体、普通人以及政府和国际组织等各方的。全纳教育研究者应从全纳的"输入"与"产出"角度力证全纳教育的重要性及迫切度,以推动全纳教育的发展。
Since Salamanca Conference held in 1994 ,inclusive education encounters an embarrassing situation of ＂much said and little done＂ in international context,because some important international organizations make common promise with no action. In truth,inclusive education benefits all parties,including disabilities,regular people, governments and international organizations. In order to seek a better development, researchers should testify the importance and urgency of inclusive education by means of ＂input＂ and ＂output＂ research.
出处
《外国教育研究》
CSSCI
北大核心
2012年第11期3-10,共8页
Studies in Foreign Education
