再论融合教育:普小教师眼中的"随班就读"

在中国 ,融合教育的主要安置形式是随班就读。本文使用开放式问卷 ,录音采访了大连市 1 1所普通小学的 2 3位班主任教师。研究的结果表明 :(一 )大连市的普小教师对特殊儿童随班就读基本上持接受态度 ,集中有近一半多的教师认为要视学生的残疾种类合程度来确定特殊儿童是否随班就读。(二 )在多数普小教师看来 ,特殊儿童与正常儿童之间的交往势必交顺利的 ,特殊儿童的社会融合经常出现在课外活动、集体活动、游戏的场合 ,而在课堂学习的情况下较难产生。 (三 )从社会融合的可利用资源中 ,社区、学校、家庭之间的相互支持、协作的桥梁并未建立起来。 (四 )普小教师对随班就读工作的建议是希望得到特殊教育知识的培训。

A review of integration: The attitudes of primary school teacher to ward students with special need "learning in regular schools"

Students with special needs "Learning in Regular Schools" is the essential form of integration in China. Through open-end questionnaires and tape-recorded interviews, 23 teachers were sampled form 11 primary schools in Dalian. Findings showed that: 1. In general, primary school teachers took on an accepting attitude towards children with special needs learning in regular schools, among which half of the teachers would consider the type and severity of the student's disability in deciding whether the child should be learning in regular schools. 2. Most of the teachers thought that the interaction between children with special needs and ordinary children would be smooth. Social integration of students with special needs usually happened during activities organized after school hours, group activities and games. However, social integration was not easy to develop during learning activities in the classroom. 3. The bridge between the community, schools and parents in support and collaboration has not yet been developed. 4. Primary school teachers hope to acquire training and knowledge in special education.