摘要
全纳教育的提出是因为教育排斥的存在,全纳教育与教育排斥之间存在着内在的、必然的关联。全纳教育视野下的教育排斥在对象上经历了针对残疾儿童的教育排斥、针对弱势群体的教育排斥和面向所有儿童所可能引发的教育排斥;在内容上也经历了机会排斥、质量排斥和参与排斥。对教育排斥认识上的深化使得全纳教育被赋予了更为丰富的内涵。然而,全纳教育并没有形成对教育排斥的系统化研究,这使全纳教育视野下的教育排斥不可能获得系统化、理论化的建构而依然停留于经验和直观的层面,从而使全纳教育无论在理念层面还是在实践层面都只获得了有限的成功。
The inclusive education roots from the existence of educational exclusion,so they had internal and inevitable connection. Educational exclusion in inclusive education has the objects from the disable,to the vulnerable group,to the whole children who might meet educational exclusion,and has content from opportunity exclusive,to quality exclusive,to participation ones. The deep understanding of educational exclusion makes inclusive education have rich meaning. However,the inclusive education has not taken educational exclusion as a specialized field. In this case,educational exclusion could not be constructed systematically and theoretically and still stay in experience and intuitive level, which directly leads to a limited success of inclusive education both in theory and practice.
出处
《外国教育研究》
CSSCI
北大核心
2011年第9期86-91,共6页
Studies in Foreign Education
关键词
全纳教育
特殊教育
教育排斥
残疾儿童
弱势群体
inclusive education
special education
educational exclusion
disabled children
vulnerable group
