从随班到适宜:残疾儿童融合教育的历史嬗变、发展困境与优化策略

From Following to Suitability:Quality Evolution and Optimization Strategies in the Implementation of Integrated Education for Disabled Children

2021年教育部出台政策明确提出要以“适宜融合”为目标办好特殊教育,全面推动我国特殊教育质量提升及随班就读模式转型升级。二战后以美国为代表的西方国家在残疾儿童融合教育方面先后开展了“去机构化”“回归主流”“一体化教育”“全纳教育”等实践探索,呈现了从单向推动到双向参与再到追求公平而优质发展的阶段性特征。长期以来,我国开展随班就读工作以提高残疾儿童义务教育入学率为主要目标,粗放式发展模式导致残疾儿童随班就读“合而不融”。新时代背景下,融合教育发展回归“适异而育”的核心本义是全面提升特殊教育质量的内在要求。借鉴美国经验,我国应进一步完善普通学校残疾儿童随班就读教学支持机制、加强对残疾儿童接受普通教育的能力表现评估、提高普通学校教师的融合教育教学专业素养、营造残疾儿童适宜发展的融合教育生态场域。

In 2021,the Ministry of Education issued a policy that explicitly proposed to pursue better special education with the goal of“suitable integration”,highlighting the urgency of comprehensively improving the quality of special education and promoting the transformation and upgrading of“Learning in Regular Class”(LRC)in China.After World War II,the western countries represented by the United States have successively carried out practical exploration,such as“deinstitutionalization”,“mainstream”,“integration education”,and“inclusive education”,showing phases from one-way promotion to two-way participation,and then to the pursuit of fair and high-quality development.For a long time,China has been carrying out the work of LRC with the main goal of improving the enrollment rate of compulsory education for disabled children.However,the extensive development mode has resulted in disabled children being included in regular classrooms but not fully integrated.Under the background of the new era,the core meaning of the development of integrated education returning to“tailored education to individual differences”is the internal requirement to comprehensively improve the quality of special education.Drawing on the experience of the United States,China should further improve the teaching support mechanism for disabled children in regular schools,strengthen the evaluation of the ability of disabled children to receive regular education,improve the professional competence of regular school teachers in integrated education,and create an integrated education ecosystem for the appropriate development of disabled children.