摘要
以欧盟特殊教育与全纳教育发展署输入—过程—结果模型为基础,结合生态学理论从宏观、中观和微观三个层次出发,可以建构一套全纳教育支持保障指标体系,该指标体系由29个一级指标和75个二级指标构成。在使用该指标体系过程中,一要注意咨询和征求与本地区全纳教育实践相关的利益主体,如学生家长、特殊教育学校教师、普通学校校长和教师、当地教育部门和其他社会组织等主体的意见和建议,结合本地区特点对该指标体系进行必要的补充和完善;二要将指标体系的完善看成是一个动态发展过程,结合全纳教育实践对其不断补充和完善。
Based on the Input-Process-Result model of EU Special Education and inclusive education development agency,and combined with the ecological theory,this study attempts to construct an inclusive education support index system from three levels:macro,meso and micro.The index system consists of 30 first-level indexes and 75 second-level indexes.In the process of using the index system,firstly,it is necessary to consult and solicit the opinions and suggestions of stakeholders related to the inclusive education practice in the region,such as students’parents,teachers of special education schools,principals and teachers of ordinary schools,local education departments and other social organizations.In this process,it is necessary to supplement and improve the index system in combination with the characteristics of the region.Secondly,it is necessary to improve the index system.As a dynamic development process,it can be supplemented and improved anytime and anywhere with the practice of inclusive education.
作者
贾利帅
JIA Lishuai(East China Normal University,Shanghai 200062)
出处
《现代教育管理》
CSSCI
北大核心
2021年第6期90-98,共9页
Modern Education Management
基金
全国教育科学“十三五”规划2020年度教育部青年项目“全纳教育背景下我国残疾儿童随班就读支持保障体系研究”(EHA200406)
关键词
全纳教育
支持保障
随班就读
指标体系
残疾学生
inclusive education
support and guarantee
learning in regular classroom
index system
students with disabilities
