美国特殊教育教师短缺治理的经验及其启示  

The Governance Experience of Special Education Teacher Shortage in the United States and Its Enlightenment

作　　者：黄建辉[1] HUANG Jianhui(Schoo of Edueation,Jiangxi Normal University,Nanchang,330022)

机构地区：[1]江西师范大学教育学院,南昌330022

出　　处：《中国特殊教育》2022年第6期78-85,42,共9页Chinese Journal of Special Education

基　　金：江西省社会科学“十三五”基金重点项目“残疾儿童随班就读的制度障碍及治理机制研究”(项目编号20JY02);江西省高校人文社会科学研究规划项目“基于双向融合的残疾儿童随班就读质量提升策略研究”(项目编号JY21109)。

摘　　要：优质而充足的师资是确保教育优质均衡发展的关键。然而,由于资源投入不足、入职要求严格、职业发展保障不力等原因,近年来美国特殊教育教师供不应求、结构性短缺、流失严重等问题凸显。为此,美国通过提高职前教育质量、优化教师结构、减轻教学压力、完善薪酬保障等治理举措来改善特殊教育师资短缺的现状。基于美国的经验,我国应以实现教育优质均衡发展为目标,进一步扩大特殊教育教师队伍规模;以满足融合教育发展需求为核心,提高教师的融合教育教学实践能力;以特殊教育发展提升行动计划为契机,优化特殊教育教师职业发展环境,从而为特殊教育高质量发展提供稳定而优质的师资。High-quality and sufficient teachers are the key to ensuring high-quality and balanced development of education. However, due to insufficient resource investment, strict entry requirements and inadequate career development guarantee, the shortage of special education teachers in the United States has become prominent in recent years, such as the shortage of supply, structural shortage and serious loss. Therefore, measures have been taken to improve the situation, such as improving the quality of pre-service education, optimizing the structure of teachers, reducing teaching pressure and raising salary. Based on the experience of the United States, China should further expand the scale of special education teachers in order to realize the high-quality and balanced development of education, and improve teachers’ teaching practice ability of inclusive education to meet the needs of inclusive education development, and take the special education development promotion action plan as an opportunity to optimize the professional development environment for special education teachers, so as to provide stable and high-quality teachers for special education.

关 键 词：特殊教育教师短缺 治理经验 美国 启示 

分 类 号：G760[文化科学—特殊教育学]