摘要
西方国家以其天然的历史文化土壤生成了残疾群体的自我决定,将其合理化、系统化和合法化,并论证培养智力残疾学生的自我决定有利于他们成功融入主流社会。我国的社会文化特性决定了"自我决定"这一概念难以扎根于本土情境,但自我决定下的系列技能零散分布于我国相关政策法规、培智教育课改文件和教师的教学实践中。要有效实现智力残疾学生的自我决定,应坚持学生本位,立足自我决定的本土研究,以在教学中渗透自我决定的内容为主要形式,以为学生提供充分的自我决定机会为保障。
Based on the natural history and culture, Western countries developed the self-detennination of disabled individuals, and got it rationalized, systemized and legitimized; they try to prove that the cultivation of intellectually-disabled students＇ self-determination is conducive to their successful integration into the mainstream society. Due to the local social-cultural features, it will be hard for the concept of ＂self-determination＂ to agree with the national situation of China. Presently, the skills about self-determination can be seen in relevant policies and regulations, the curriculum reform files, and teachers＇ teaching practice. To develop intellectually-disabled students＇ self-determination, it is necessary to adhere to being student-oriented, make a study of localized self- determination, integrate self-determination into teaching, and provide students with sufficient opportunities to seek self- determination.
作者
汪斯斯
WANG Sisi(Nanjing Normal University of Special Education, Nanjing, 210038)
出处
《中国特殊教育》
CSSCI
北大核心
2018年第6期29-34,共6页
Chinese Journal of Special Education
基金
2016年江苏省教育厅高校哲学社会科学研究项目"基于本土的智力障碍学生自我决定课程实践模式研究"(项目批准号:2016SJD880036)
2017年江苏高校"青蓝工程"培养项目
2015年江苏高校品牌专业(特殊教育专业)建设项目(项目批准号:ppzy2015b199)
关键词
智力残疾
自我决定
本土化
路径
intellectual disabilities self-determination localization pathway
