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    中国义务教育阶段融合教育发展报告(2020)

    • 作者:雷江华 杨雪出版日期:2020年12月
    • 报告页数:24 页报告大小:1.21MB
    • 报告字数:22158 字所属丛书:残疾人蓝皮书
    • 所属图书:中国残疾人事业发展报告(2020)
    • 浏览人数:    下载次数:

    摘要

    义务教育阶段的融合教育已经发展了多年,《中国教育统计年鉴》通过数据记录了其历史脉络与发展轨迹,透过数据可以精准掌握义务教育阶段融合教育发展的规律和趋势。报告采用实证分析法,以义务教育阶段的融合教育为主题,以《中国教育统计年鉴》相关数据为依据和范围展现义务教育阶段融合教育的发展历程。通过数据分析发现,义务教育阶段融合教育的优势为:随班就读和特教班两种安置形式长期并存,以随班就读为主;随班就读残疾儿童少年类别不断增加,以智障儿童为主;两个学段衔接越来越强,彰显全程融合态势。面临的困境为:特教班规模有限;融合教育质量欠佳;融合教育人数占比有差异。报告强调:未来义务教育阶段融合教育需要提升特教班作用力,发挥公共媒体舆论引导力,扩充支持人员向心力,加大政策执行力,增强教育资源支持力。

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    Abstract

    China’s compulsory inclusive education has been developed for many years. The Educational Statistic Yearbook of China records its historical context and development trajectory. Through data analysis,the discipline and trend of the development of compulsory inclusive education can be accurately grasped. In order to explain the development process of China’s compulsory inclusive education,the report adopts empirical analysis method,takes the inclusive education in the compulsory education stage as the theme,and bases on The Educational Statistic Yearbook of China. It found that:the two forms of resettlement coexist for a long time,mainly of studying in regular class;the categories of children with disabilities and adolescents in regular classes are increasing,mainly for children with intellectual disabilities;the connection between the two learning periods is getting stronger,it highlighting the whole process of inclusion. Difficulties faced that:the class for children with disabilities and adolescents is limited in scale;poor quality of inclusive education;low in the rate of inclusive education. The report emphasizes that:in the future,China’s compulsory inclusive education needs to enhance the effectiveness of the class for special children,make good use of public media,expand the centripetal force of support personnel,increase policy implementation,and enhance the support of educational resources.

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    作者简介
    雷江华:雷江华,博士生导师,华中师范大学教育学院教授,特殊教育系主任,研究领域:特殊儿童心理与教育等。
    杨雪:杨雪,广西师范大学教育学部特殊教育系教师,研究领域:特殊儿童认知与干预。
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