融合教育环境下美国特殊教育教师资格认证的制度设计与启示--以加州为例

The System Design of Special Education Teacher in America in the Background of Inclusive Education and Its implication——Taking California as an Example

随着我国随班就读政策的推行和实施,残疾儿童的教育形式发生了巨大改变,融合教育成为我国残疾儿童教育的主体形式之一。而教育质量的提升依赖于高质量教师队伍的建设,因此探索此背景下我国特殊教育教师资格制度的设计极具现实意义。美国融合背景下特殊教育教师资格制度经过几十年的发展,已形成较为成熟的体系,对我国教师资格制度的建立具有重要的借鉴意义。由于美国的教育管理实行地方分权的体制,教育的具体事务由州政府主管,州层面的特殊教育资格认证体系更具有操作性和指导性。因此本研究以加州为例,从特殊教育教师的认证、特殊教育教师的分级、特殊教育教师的类型与标准三个方面系统阐述和分析特殊教育教师资格制度。鉴于此,结合我国特殊教育的现实,为我国特殊教育教师资格制度的完善提出若干建议与思路。

The improvement of the quality of special education is based on the construction of high quality teachers. After several decades of development, the special education teacher qualification system in US has been formed to be a more mature system and directly directs the training of pre-service special education teachers, which is of great significance for the establishment of teachers＇ qualification system in China. And the specific educational affairs of the United States is governed by state autonomy. Therefore, this study takes California as an example, systematically expounds and analyzes the special education teacher qualification system from the aspects of the classification of special education teachers, the types and standards of special education teachers and the cultivation of special education teachers. Based on this, some suggestions are put forward to the construction of the teacher qualification system in China.