美国特殊儿童自我倡导的内涵与培养研究

The Research of Connotation and Instruction about Self-Advocacy of Children with Disabilities in USA

在美国P-12教育及转衔服务中,特殊儿童自我倡导是自我决定的核心成分,被当作帮助特殊儿童走向独立的重要基础。在正常化运动、去机构化运动、残疾人自助运动和独立生活运动的推动下,美国特殊儿童自我倡导经历了从社会运动到教育服务的发展过程。与之相对应,其内涵也包括了特殊儿童赋权增能与倡导活动技能的两大侧面。对于特殊儿童自我倡导能力的培养有三类基本模式:独立转衔课程或专门课程设置与实施、融合到日常课堂学习的实践和学校外的倡导团体影响模式。

In P-12 and transition services in the United States, the self-advocacy of children with disabilities is the core element of their self-determination and is regarded as an important foundation for helping them to be independent. With the normalization and deinstitutionalization movement, self-help movement and independent living movement, the development of self-advocacy of children with disabilities in USA has undergone a process from social movement to instruction and service, and its connotation includes two aspects： empowering the children with disabilities and the skills of activities on which children w.ith disabilities advocate for themselves. The instruction models enhancing self-advocacy skills include the development of specialized courses, the practice of integrating it to daily classroom learning and the impact of self-advocacy groups.