中美语境中融合教育概念的联系与区别  

The Connection and Differences of the Concepts of Inclusive Education in the Context of China and the United States

作　　者：胡少华 HU Shaohua(Office,Nanjing Normal University of Special Education,Nanjing,210038)

机构地区：[1]南京特殊教育师范学院行政办公室,南京210038

出　　处：《现代特殊教育》2024年第22期51-56,共6页Modern Special Education

基　　金：2023年江苏省高等教育教改研究立项课题“教育强国背景下高等融合教育质量提升策略研究”(2023JSJG261)的阶段性研究成果。

摘　　要：美国的融合教育概念可归纳为基于安置形式的融合教育、应然状态的融合教育、动态发展的融合教育三种定义模式。我国融合教育概念经历了一般理解、内涵不断丰富、趋向理性和包容三个阶段的嬗变。比较发现,国内对融合教育的理解借鉴了美国的概念,中美融合教育概念都蕴含了“公平”“自由”“多元”的价值理想,体现了共同的残疾儿童观。同时,中美融合教育概念在产生的实践基础、理解的视角、所体现的安置模式方面有所区别。The concept of inclusive education in the United States can be summarized into three definition modes,such as inclusive education in the form of placement,in the state of being,and in dynamic development.While China’s understanding of inclusive education has also experienced three stages,namely the popular understanding of learning in a regular classroom,the constant enrichment of connotation,and the tendency to being rational and comprehensive.Through comparison,it is found that China’s understanding of inclusive education has learned from the concept of the United States,and both of them contain the value ideals of“fairness”,“freedom”and“diversity”,reflecting the common concept of children with disabilities.At the same time,there are differences in the practical basis of emerging,the perspective of understanding,and the reflected resettlement modes between the concepts of inclusive education in China and the United States.

关 键 词：融合教育 中国 美国 语境 安置模式 残疾儿童 

分 类 号：G769[文化科学—特殊教育学]