“全纳”还是“特殊”:英国关于全纳教育的争议  

‘Inclusive' or ‘Special'——the Controversy on Inclusive Education in Britain

作　　者：杨梅[1] 袁李兰 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《比较教育研究》2017年第3期82-88,共7页International and Comparative Education

摘　　要：自1994年联合国教科文组织提出"全纳教育"以来,英国教育界对于全纳教育的争议就没有停止过。持"全纳"观点的学者认为,特殊教育不应该只在特殊学校实施,这违反了人权;而持"特殊"观点的学者认为,全纳教育流于形式,不能真正实现学生的共同参与和家长的真正选择。英国教育界虽然对于"全纳"还是"特殊"的形式存在争议,但是他们对于全纳教育的目标却是一致的,都是为了促进学生发展,为有特殊教育需要的儿童和青年成功过渡到成年作准备。The controversy on inclusive education in Britain has continued since 1994. ＇Inclusive＇ supporters believe the fact that children with special educational needs are educated only in special schools is a violation of human rights; while the ＇special＇ supporters think that inclusive education can＇ t make everyone participate and can＇ t give parents the right to choose. Although there is a dispute on the form of ＇inclusive＇ or ＇special＇ in Britain, they are highly consistent with the goal of inclusive education, the purposes are improving the quality of inclusive education, promoting the development of student and preparing the children and young people with special educational needs for successful transition to adulthood. The dispute is just to make inclusive education towards a better direction.

关 键 词：英国 全纳教育 特殊教育 

分 类 号：G769[文化科学—特殊教育学]