新西兰融合教育发展的过程、挑战及启示  

The Process,Challenges and Enlightenment of the Development of Inclusive Education in New Zealand

作　　者：熊琪[1] 

机构地区：[1]南京特殊教育师范学院,南京210038

出　　处：《现代特殊教育》2017年第6期11-16,共6页Modern Special Education

基　　金：全国教育科学"十三五"规划2016年度教育部青年项目"融合教育背景下特殊教育人才培养模式的国际经验及改革研究"(编号:EIA160447)成果;2017年江苏省高校"青蓝工程"中青年骨干教师培养项目资助

摘　　要：新西兰融合教育的发展以政策推进为主导,服务体系构建为主线,经历了融合教育支持服务建立期、扩展期和深化期三个阶段,面临着市场经济导向与追求平等公共服务需求间的冲突、主流文化与少数民族文化间的冲突。借鉴新西兰的融合教育发展经验,我国可以小步子、分阶段、渐进式地推进融合教育;以建立融合社会为终极目标;构建以"服务"导向的全面、操作性强的随班就读支持体系;形成多方合作的资源整合模式四个方面推进我国随班就读的发展。New Zealand education policy is to promote the development of integration oriented service system construction as the main line. They also went through three stages of the integration of education to support the establishment of service period, expanding period and deepening period, facing the conflicts between the market economy and the pursuit of equality for public services, between the mainstream culture and minority culture. Learning from the experience of inclusive education development in New Zealand, we can promote China＇ s inclusive education with small steps and phases gradually, establish social integration as the ultimate goal, construct service oriented comprehensive and set up operable mainstreaming support system, and form a multi- party cooperation mode to promote the development of integration in the regular class.

关 键 词：新西兰 融合教育 发展 启示 

分 类 号：G769.612[文化科学—特殊教育学]