教育与教学研究2024，Vol.38Issue(7)：111-128,18.
"全纳教育"概念再辨析
Rethinking the Concept of"Inclusive Education"
摘要
Abstract
"Inclusive education"is a new concept proposed by the United Nations Educational,Scientific and Cultural Organization(UNESCO)in the 1990s,stemming from a reflection on the exclusionary practices within segregated and inte-grated education.After more than 30 years of exploration,countries worldwide have continuously improved their policy and legal systems,optimized management systems and mechanisms,deepened theoretical research and practical innovation,es-tablished relatively mature inclusive education systems,and effectively promoted the healthy growth of children,whether or not they have special needs.At present,scholars worldwide are closely monitoring the dynamics of inclusive education theory and practice.However,there are still instances where scholars misinterpret or misunderstand the perspectives of in-ternational organizations and related scholars on inclusive education.This has led to adverse effects on the widespread im-plementation of inclusive education.The article systematically reviews the understanding of the essence of inclusive edu-cation by domestic and international scholars,covering aspects such as its origins,subjects,settings,impacts,and objec-tives.Based on the etymology of inclusive education and the consensus of international organizations,the article proposes that"inclusive education"is the pursuit of providing fair,appropriate,and high-quality education for all learners,including individuals with special needs or disabilities,and will be the goal pursuit of special education or even all education forms.关键词
全纳教育/特殊需要/障碍Key words
inclusive education/special needs/disability分类
社会科学引用本文复制引用
李尚卫.."全纳教育"概念再辨析[J].教育与教学研究,2024,38(7):111-128,18.基金项目
海南省社科联2020年规划课题"海南省学前融合教育模式探索"(编号:HNSK(YB)20-32). （编号:HNSK(YB）
