英国融合教育四十年的实践特征、现实挑战及启示

Practical Characteristics,Realistic Challenges and Enlightenment of British Inclusive Education in the Past 40 Years

自1978年《沃诺克报告》以来,英国融合教育经历了近40年的发展历程.在英国融合教育实践中,心理学、神经与生物学、医学、教育学等人员参与的专业实践呈现多元与规范的特征,父母的权利增持、政策指导与世俗化参与以及福利救济等举措下的家庭实践呈现赋权与增能的特征.同时,英国融合教育实践也面临专业实践的话语垄断与发展不均衡,家庭实践的弱势地位与教养政治化,以及“假融合”与“真排斥”的现实挑战.基于此,新时期我国融合教育应加快构建与完善融合教育体系,并推动融合教育成为一场更加深刻的社会教育活动.

Since the Warnock Report in 1978, British inclusive education has experienced nearly 40 years of development. In the practice of British inclusive education, professional practices of psychology, neurology and biology, medicine and education are characterized by pluralism and norms. Family practices under the measures of parents’ rights, policy guidance, secularization and welfare relief are showing the characteristics of empowerment and empowerment. At the same time, British inclusive education is also facing realistic challenges of struggle for voice and unbalanced development in professional practice, the disadvantaged position in family practice and the politicization of education, as well as the "false inclusion" and "true exclusion". Based on this, Chinese inclusive education should speed up the construction and improvement of inclusive education system, and promote inclusive education to be a more profound social education activity.