澳大利亚全纳教育的发展历程及启示  

The Status Quo and Inspirations of Inclusive Education in Australia

作　　者：李军胜[1] 

机构地区：[1]渭南师范学院外国语学院,陕西渭南714000

出　　处：《渭南师范学院学报》2013年第4期29-32,共4页Journal of Weinan Normal University

基　　金：陕西省教育厅专项科研计划项目(11JK0341);渭南师范学院教育教学改革研究项目(JG201127);渭南师范学院科研计划项目(12YKS003)

摘　　要：全纳教育自1994年在西班牙召开的世界特殊教育大会上首次提出后,澳大利亚响应这一号召,经历了数十年的发展,致力于促进全澳大利亚人对全纳教育的认同和构建一个和谐的全纳氛围。在全纳教育的实践与发展过程中,澳大利亚坚持了自己的教育理念,对全纳教育有自己独特的见解,形成了其独有的特色。同时也存在一定的问题,面对这些问题,澳大利亚提出了相应的对策,对中国全纳教育的发展有着一定的启示和借鉴意义。Inclusive education is initially proposed in the World Special Education Conference in Spain in 1994.Australia has always been contributing itself to stimulate acceptance of inclusive education and cultivation of inclusiveness among all Canadians after a decade＇s development.Australia has proposed its own educational philosophy and understanding in the process of developing inclusive education.Although there are some problems,Australia has suggested strategies to handle in terms of its own situation and has vital inspirations and significance on China＇s development of inclusive education.

关 键 词：全纳教育 全纳氛围 教育理念 对策 启示 

分 类 号：G512[文化科学—教育学]