中国融合教育本土化发展与反思

The Development and Reflection of Inclusive Education Localization in China

我国特殊教育经历了从追求数量到提升质量的曲折发展历程,并逐渐由随班就读走向真正的融合教育。中国融合教育具有本土化特色,根植于其特有的传统文化,具备"多元模式、朝向融合"、特殊教育学校与随班就读"双主体"特点。融合教育在本土化过程中也面临一系列问题与挑战,要正确处理好安置模式的选择与衔接问题,应对西方理论与技术的冲击,处理好教育与其他学科之间的关系。

China’s special education has experienced a tortuous development process from the pursuit of quantity to the promotion of quality,and it gradually evolves from learning in regular classes to forming the real inclusive education.China’s inclusive education is localized and rooted?in its unique traditional culture,with the characteristics of"multi-mode,inclusive orientation",and"dual subjects"of special schools and learning in regular classes.In the process of localization,inclusive education also faces a series of problems and challenges.It is necessary to correctly deal with the selection and connection of placement mode,respond to the impact of western theories and technologies,and properly handle the relationship between education and other disciplines.