This study analyzed the development history and status quoof special education in China from the perspectives of input and output, and further explored the relationship between the output of special education and economic development by using the latent growth model. The results are showed as follows:for the input, the proportion of Chinese special education investment was too small, as well as the index of Chinese Special Education Expenditure Per Student, and the student-faculty ratios in different provinces were far below the national standard. As for the output, the imbalance of district distribution existed in the number of special education schools, students at school and graduates. Besides, there was an imbalance between the demands and supplies of the special education. Simultaneously, the LGC Model showed that the special education output limited by its development basis works effectively on the first mover advantage and accumulative effect, and the special education output of different areas was positively correlated with the local economic development levels, but the growth rate of special education output would be convergence, that is to say, the more developed the economy of a region was, the slower the growth rate of special education output would be. At last, this study put forward some suggestions to promote the balanced development of special education in China from several aspects.%本研究从投入与产出的角度分析了我国特殊教育发展的历史和现状,并运用潜变量增长模型(LGM)探究了特殊教育产出与经济发展的关系.研究发现:在投入方面,我国特殊教育经费占总教育经费比重过小,特殊教育生均经费指数偏低,各地区师生比均远低于国家标准;在产出方面,特殊教育学校数、在校生数以及毕业生数在城乡间、地区间分布不平衡,特殊教育的需求与供给不均衡.潜变量增长模型的分析表明,特殊教育产出受自身发展基础的制约,先发优势和累积效应明显;各地特殊教育的产出与经济发展水平呈正相关关系,但在地区间呈收敛趋势,即经济越发达的地区特殊教育产出的增长速度越慢.最后,本研究从多个方面提出了促进我国特殊教育均衡发展的建议.
展开▼
