瑞典融合教育发展的历史、经验与思考  

The History and Experience of Inclusive Education in Sweden and Its Implications for China

作　　者：王辉[1,2] 王雁[1] 熊琪[2] 

机构地区：[1]北京师范大学教育学部,北京100875 [2]南京特殊教育师范学院,南京210038

出　　处：《中国特殊教育》2015年第6期3-9,共7页Chinese Journal of Special Education

基　　金：国家教育部人文社会科学研究一般项目"多维视野下中国特殊教育教师的职业素质研究"(项目批准号:11YJA880100)的资助

摘　　要：融合教育是近半个多世纪以来许多国家共同努力的方向。瑞典以教育公平理念为基石,率先完成了从普及隔离式特殊教育向一体化教育的过渡,进入了融合教育的发展期。瑞典在融合教育的推行与实践中积累了丰富经验,这些经验启发我们:通过制定保障我国融合教育的法律法规、理顺教育的管理体制、构建中国特色的融合教育模式、加强融合教育师资队伍一体化的培养与培训等策略,积极推进我国融合教育的进程,提高融合教育的质量。Over the past five decades,a number of countries have tended to practice inclusive education. Based on equity in education,Sweden has accomplished the transition from the popularization of segregated special education to the integration of education,and entered a stage of developing inclusive education. In the practice of inclusive education,Sweden has accumulated a wealth of experience,which gives implications for China as follows： to raise the quality of inclusive education,it is necessary to formulate relevant laws and regulations,rationalize the regulatory system of education,build a mode of inclusive education with Chinese characteristics,and strengthen the integration of teacher preparation and training.

关 键 词：瑞典 融合教育 发展历史与经验 思考 

分 类 号：G769[文化科学—特殊教育学]