全纳教育视野里的随班就读支持保障体系

全纳教育的基本精神是“人人受教育”。强调“每一个儿童都有受教育的基本权利”，“每一个儿童都有独一无二的个人特点、兴趣、能力和学习需要”，要求“教育体系的设计和教育方案的实施应充分考虑到这些特点与需要的广泛差异”。“有特殊教育需要必须有机会进入普通学校学习，这些学校应该将他们吸收在能满足其需要的、以儿童为中心的教育活动中”。（引自1994年《萨拉曼卡宣言》）     

Making inclusive education ordinary

Professor Klaus Wedell, as he retires from the Institute of Education, University of London, speculates on the future of Special Education in the UK.     

论平民主义教育管理思潮

“除盲、做新民”是上个世纪平民主义教育运动的宗旨所在。为了做新民,为了给中国的现代化奠基,无数的仁人志士投身于平民的教育。作为上世纪二三十年代的三大教育管理思潮之一,平民主义教育管理思潮的理论意蕴,在三农问题依然严峻、农村教育也不容乐观的今天,前人的思想和努力仍值得我们关注与借鉴。     

Opportunities for a democratic pedagogy: a comparative study of South African and Swedish teachers' attitudes to inclusive education

This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden.     

学校场域中的全纳教育

全纳教育以实现存有差异的人类平等的共同生存、共同发展为中心,在物质、精神、文化、制度层面的关联互动,及其在学校、家庭、社区、志愿者、课程等方面的有序关联泛透出深层的生命意蕴。学校作为进入社会场域的过渡环节,承载着社会所赋予的多重身份与多种责任,呈现出诸种显性与隐性的社会功能。因此,对置身学校场域的全纳教育进行研究,[第一段]     

Towards inclusive education: the case of Finland

The article examines the Finnish system of basic education and the means it employs to support good learning and healthy growth and development for all students. The excellent learning outcomes of the Finnish comprehensive school indicate that it is possible to develop a system with both quality teaching and learning, and equity and equality for students. Throughout the article, special needs education is seen as an important, but not dominant, aspect of Finland’s inclusive policies. The article concludes with five theses central to a working model of inclusive education.     

Communities of practice in inclusive education

The data in this paper represent the experiences and perspectives of parents and teachers who worked as communities of practice, designing support plans for the inclusion of three students with intellectual disabilities in general education classrooms. Their reflections, obtained through interviews and questionnaires, show how they constructed relevant knowledge to support these children with special educational needs in their class. The findings show the potential benefits of partnerships and local knowledge in addressing the educational challenge of inclusion.     

An inclusive pedagogy in mathematics education

In this article, the author discusses characteristics in feminist pedagogy literature and situates them with respect to four dialectical aspects. These characteristics are then combined with non-discriminatory classroom practices to develop a frame of reference for an inclusive pedagogy in mathematics education.     

Teacher education as democratic public sphere

Being a proficient and professional teacher in Australia and similar countries is one of the most difficult and complex occupations imaginable. All teachers are confronted with carefully analysing the mix of socio-economic and cultural factors that present and design appropriate learning strategies that engage all students. Within this context, the following essay considers the purpose and structure of initial teacher preparation and possible changes to more traditional arrangements. It advocates a new type of school-university partnership where reflective cycles of practice-theory establish a close relationship with knowledge for all participants and where personal practice is the necessary condition of learning. Schools and classrooms are theorised as democratic public spheres where participants pursue understanding of serious issues for equity and the public good. Implications of partnership and public sphere for a new form of educational practice are discussed.     

公众参与与民主教育--从教育收费价格听证说起

“百名学者评论中国教育”专栏,以教育研究者的角度,就教育理论和实践中的热点、焦点、难点、冰点问题发表各种建设性见解。一事一议,或提出问题,或分析评论,力求形成百家争鸣、百花齐放之势,激活中国之教育学术。特邀教育界有影响的专家学者参与,以教授和博士为主办成一个高层次论坛。各位同仁可就教育理论与实践中的重要问题写成评论,每篇2000—3000字为宜,诚请各位同仁在百忙中赐教赐稿。     

全纳教育观下的开放教育体系改良研究

开放教育的发展一直依赖着先进教育理念和技术的革新。全纳教育的提出旨在建立全纳社会和实现全民教育,其当前的实施热点在于将普通学校改造为全纳学校以满足所有儿童的学习需要,而对于成人继续教育领域则研究不足。本文分析了主要承担成人继续教育的开放教育与全纳教育理念的契合之处,并重新认识了学习者的需要,提出了特殊需要补偿中心以改进开放教育系统构成和开放教育学习流程。     

Democracy,inclusive schooling and the politics of education

Drawing on a variety of social and political theories about the nature and future of democracy, this paper develops athesis about the politics of inclusive education. It concludes with a brief preliminary evaluation of the potential of the UK Labour Government's Education Action Zones policy for the development and governance of inclusive schools.     

Enhancing the contribution of visual methods to inclusive education

This paper examines the use of visual methods in studies of inclusive education. Visual methods have been applied to/with pupils with special educational needs (SEN) in the past but the application has tended to be outside rather than inside schools. We argue that understanding contextual reflexivity is important if visual methods are to be successfully adapted to meet the needs of inclusive research. A case study is used to provide an insight into the strengths, weaknesses and difficulties of mixed method visual research. The final section of the paper explores potential applications, strategies and techniques for including visual methods in inclusivity research.     

An analysis of theoretical perspectives that define adult learners for effective and inclusive adult education policies

International Review of Education - Adult learning remains an important component of educational systems in countries all over the world, particularly because it seeks to explain how adults obtain...     

School-level facilitators of inclusive education: the case of Serbia

Relying on Bronfenbrenner’s ecological model, this paper attempts to identify school-level factors that contribute to effective implementation of inclusive education. We also explored how government policy, with emphasis on individual education plans, school teams, Roma assistants and inter-sectorial committees, is implemented at the school level. Qualitative data were collected from various informants (students, parents, teachers, school associates, Roma assistants and local community representatives) in five schools selected on the basis of regional distribution and success in supporting diverse student needs. Two core categories of school-level facilitators were generated: inclusive practices and inclusive culture. Within the first category, which refers to concrete actions and relationships in the school and local community, five themes emerged: individualisation and use of individual education plans; cooperation between teachers and school inclusive education expert team; cooperation with internal and external specialists; cooperation with parents, and cooperation with the local community. The second category, which reflects beliefs, values and implicit school norms, was further divided into five subcategories: willingness for life-long learning; proactive stance; sense of teamwork; sophisticated personal philosophies of development and learning; and acceptance of difference. We concluded that successful schools have developed into professional learning communities. Finally, recommendations for improving relevant practices were provided.