Examining the Relationships between Inclusive Education and Learning in Regular Classrooms from the Perspective of "Two Leaps within Three Stages"
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摘要: 欧美安置有特殊教育需要儿童的方式，相继经历了隔离式特殊教育、一体化教育以及目前正在进行的全纳教育三个阶段。这一发展历程中包含着两大跳跃：从隔离式特殊教育跳跃到一体化教育，再从一体化教育跳跃到全纳教育，称其为“三级两跳”。将中国随班就读置于“三级两跳”框架中进行历史分析，可以帮助我们厘清随班就读与全纳教育的关系。从“位育”思想出发，在全纳教育影响下就中国随班就读如何走出“危机”、摆脱困境，实现可持续化发展，论文提出了三步走战略。最后，就中国随班就读如何与全纳教育实现和谐共生达至“和而不同”进行了初步思考。Abstract: The ways of placing children with special educational needs in Europe and the United States have progressed through three stages: isolated special education, integrated education, and inclusive education. The development course contains two leaps, from isolated special education to integrated education and then from integrated education to inclusive education, which is called "Two Leaps within Three Stages". Putting our country on a historical analysis in the "Two Leaps within Three Stages" can help us clarify the relationship between the Learning in Regular Classrooms and inclusive education. From the perspectize of the thought of Weiyu, the thesis proposes a three-step strategy on Learning in Regular Classrooms how to get out of the "crisis" and get out of the dilemma and realize sustainable development under the influence of inclusive education. Finally, the thesis proposes a preliminary reflection on achieve harmonious coexistence between the Learning in Regular Classrooms and inclusive education, so as to achieve "harmony but difference".
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