从特殊教育到全纳教育:特殊需要儿童学习支持模型与实践的转型

From Special Education to Inclusive Education:Transition of Learning Support Models and Practices of Children with Special Needs

《萨拉曼卡宣言》呼吁让有特殊需要的儿童有机会进入普通学校学习,这种全纳教育的成功有赖于普通学校为特殊需要儿童提供的学习支持。本文首先通过梳理文献论述从特殊教育到全纳教育的转型,进而回顾学习支持主体,主要包括主流教师、学习支持教师、助教、学习支持顾问等及其之间的合作。然后通过介绍学习支持的模型包括医学取向、全纳取向和服务连续体的模型,以及综合的生态系统交互模型,进而回顾了英国、美国和南非等国学习支持的不同实践,最后本文基于国外模型与实践为我国学校学习支持的师资配置、模型实践和研究提出了建议,包括教师的职前教育和职后培训,以及全校推进模式的学习支持等。

The Salamanca Statement and Framework for Action states that children with special educational needs should have access to mainstream schools. The success of inclusive education relies on the provision of learning support in mainstream schools.first,This paper reviews the previous literatures on the shifting trends from special education to inclusive education. Second, it examines the role of learning support service provider, including mainstream teachers, learning support teachers, teaching assistant, learning support advisor and the cooperation among them. Third, it discusses the learning support models including medical approach, inclusive approach, service continuum, and the ecosystem interactive model. It also introduces the learning support practices in United Kingdom, United States of America, and South Africa. Finally, based on foreign models and practices, this paper offers some suggestions on teacher resources allocation, model and practices, and researches on learning support. These may include, for instance, offering learning support related courses in pre-service and in-service education, adapting the whole-school approach of learning support, and combining quantitative and qualitative methods in action researches on learning support.