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Inclusive Vision Versus Special Education Reality

机译:包容性愿景与特殊教育现实

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The reasons are examined for the disparity between the inclusive vision espoused by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the reality of the limited extent of inclusion in education systems worldwide. First, the leadership of key senior academics in the field of special education is considered to have been misguided in promoting a vision of full inclusion despite the lack of research evidence for the benefits of inclusive education over traditional special education provision. Second, attitudes toward and the treatment of people with disabilities have a long and complex history, and in this, many proponents of inclusion have been critical of 20th century special education. In particular, they claim that the sorting, labelling and categorizing required by special education have negative implications. Third, educators have been encouraged to imagine a system of education that is limitless, in the sense that all children with disabilities can be included in general education. This is because it is envisaged that general education classrooms will become so flexible that there will be no limits to the accommodation of students with disabilities, regardless of the nature or severity of their special educational needs. Fourth is the issue that deciding a student’s placement for education requires a judgment call and that, since human judgment is fallible, errors of judgment will always be made. Fifth, commitments to inclusion require that educators consider the practical, reality-based implications, whereas this has not been the case for many supporters of full inclusion. In conclusion, inclusion in the sense of students being physically present in general education classrooms is not considered as important as inclusion in the reality of being engaged in a program of instruction that is meaningful and challenging. Therefore, we consider that, rather than becoming extinct, special education needs to continue to be developed, disseminated and rigorously implemented in schools. Key special education strategies and approaches must co-exist with those from inclusive education, in order to provide effective education for all young people with special educational needs and disabilities.
机译:“联合国残疾人权利公约”第24条所支持的包容性愿景之间的差异审查了原因,以及在全球全球教育系统的纳入有限的情况下的现实。首先,在特殊教育领域的重点学者的领导被认为被误导促进全面纳入的愿景,尽管缺乏对传统特殊教育规定的包容性教育的益处的研究。其次,对残疾人态度的态度具有漫长而复杂的历史,在这方面,许多支持者的纳入者对20世纪的特殊教育至关重要。特别是,他们声称,特殊教育所需的分类,标签和分类具有负面影响。第三,鼓励教育工作者想象一个无限的教育制度,这意味着所有残疾儿童都可以包含在一般教育中。这是因为它设想,普通教育课堂将变得如此灵活,因为他们对残疾学生的住宿,无论他们特殊的教育需求的性质或严重程度都没有限制。第四是决定学生对教育的安置需要判决的问题需要判决,而且,由于人为判断是缺乏的,始终会判断判决错误。第五,要包含的承诺要求教育工作者考虑实际,现实的含义,而这一点是许多完全纳入的支持者的情况。总之,纳入普遍教育课堂的学生的学生意识并未被视为纳入从事有意义和具有挑战性的教学计划的现实。因此,我们认为,不断灭绝,特殊教育需要继续在学校开发,传播和严格在学校实施。关键的特殊教育战略和方法必须与包容性教育中的那些共存,以便为所有具有特殊教育需求和残疾的年轻人提供有效的教育。

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