随班就读作为我国特殊儿童的主要教育形式,实现了特殊儿童与普通儿童入学机会的公平。在当前教育需求从“有学上”转向“上好学”的背景下,“公平而有质量”应成为特殊儿童随班就读的价值考量。鉴于特殊儿童随班就读的低阶公平和质量的...随班就读作为我国特殊儿童的主要教育形式,实现了特殊儿童与普通儿童入学机会的公平。在当前教育需求从“有学上”转向“上好学”的背景下,“公平而有质量”应成为特殊儿童随班就读的价值考量。鉴于特殊儿童随班就读的低阶公平和质量的不尽人意,应超越入学机会的形式公平,强调特殊儿童与普通儿童教育过程和结果的实质公平。可通过建构特殊儿童随班就读质量正确认知的观念革新、确保特殊儿童随班就读实质公平的过程关照、提供特殊儿童随班就读资源保障的差异补偿等路径来确保和提升特殊儿童的随班就读质量。Learning in regular school is a main form of education for special needs children in China, which has achieved the fair access to education for special children and ordinary children. In the context of the current education demand shifting from “having access to education” to “having access to good education”, “fairness and quality” should be the value consideration of special children’s learning in regular school. In view of the low level equity and unsatisfactory quality of the education of special children in the class, we should go beyond the formal equity of admission opportunities and emphasize the substantive equity of the educational process and results of special children and ordinary children. We can ensure and improve the quality of in-class education of special children by constructing the concept innovation of the correct cognition of the quality of special children’s learning in regular school, ensuring the substantive and fair process care and providing the difference compensation for the security of resources for special children’s learning in regular school.展开更多
文摘随班就读作为我国特殊儿童的主要教育形式,实现了特殊儿童与普通儿童入学机会的公平。在当前教育需求从“有学上”转向“上好学”的背景下,“公平而有质量”应成为特殊儿童随班就读的价值考量。鉴于特殊儿童随班就读的低阶公平和质量的不尽人意,应超越入学机会的形式公平,强调特殊儿童与普通儿童教育过程和结果的实质公平。可通过建构特殊儿童随班就读质量正确认知的观念革新、确保特殊儿童随班就读实质公平的过程关照、提供特殊儿童随班就读资源保障的差异补偿等路径来确保和提升特殊儿童的随班就读质量。Learning in regular school is a main form of education for special needs children in China, which has achieved the fair access to education for special children and ordinary children. In the context of the current education demand shifting from “having access to education” to “having access to good education”, “fairness and quality” should be the value consideration of special children’s learning in regular school. In view of the low level equity and unsatisfactory quality of the education of special children in the class, we should go beyond the formal equity of admission opportunities and emphasize the substantive equity of the educational process and results of special children and ordinary children. We can ensure and improve the quality of in-class education of special children by constructing the concept innovation of the correct cognition of the quality of special children’s learning in regular school, ensuring the substantive and fair process care and providing the difference compensation for the security of resources for special children’s learning in regular school.
