美国特殊需要儿童早期教育中的家长参与

Parental Involvement in Early Education of Children with Special Needs in the United States

美国特殊需要儿童早期教育中的家长参与经历了合法化、专业化和机制化的发展历程,也实现了从弱势争权到反客为主的地位转变。美国家长参与的有效实施得益于畅通的外部保障机制和家长内在的自我实现机制。其中,联邦政府、州政府、地方教育当局和科研机构在外部保障机制中发挥了重要作用,而家长倡导则是家长参与不断深入的主要推动力量,在此过程中,家长专业性的提高和文化、社会资本的积累是家长赢得参与话语权的关键因素。

In the United States, the parental involvement in early education of children with special needs has experieneed the development process of legalization, specialization and institutionalization. It has also realized the transition from the disadv an taged to the dominant position.The effective implementati on of pare ntal involveme nt ben efits from the un blocked external safeguard mechanism and the inner self-realization mechanism of parents. The federal government, state government, local education authorities and scientific research institutions play an important role in the external safeguards. Parental advocacy is the main driving force for parents' participation. In this process, the improvement of parents' professionalism and the accumulation of culture and social capital are the key factors for parents to win the right to speak.