Moberg Sakari, Savolainen Hannu
Department of Special Education, University of Jyväskylä, PO Box 35, FIN-40351 Jyväskylä, Finalnd.
Int J Rehabil Res. 2003 Mar;26(1):21-31. doi: 10.1097/00004356-200303000-00003.
A survey assessed the perceptions of 1350 Zambian teachers and parents and 512 Finnish teachers regarding inclusive education and consequently the best placement for children with different disabilities. On the whole, perceptions varied but were quite critical. On inclusion in general, the regular (also termed "ordinary") Finnish teachers were the most critical group and the Finnish special education teachers the most optimistic. Most respondents felt that inclusive education enhances social justice. However, the pursuit of inclusion in practice, especially the guarantee of good and effective education for all, was seen as problematic. Compared with Finnish respondents, the Zambian respondents preferred a more segregated educational environment for children with different disabilities. Type and severity of disability affected the preferred educational setting and there were clear differences in this regard between the respondents from the two countries. The findings support the idea that educators' attitudes towards inclusion are important in developing inclusive school systems and that inclusive education is best understood as a multidimensional concept that, at the practical level, is highly context-dependent.
一项调查评估了1350名赞比亚教师和家长以及512名芬兰教师对全纳教育的看法，以及因此对于不同残疾儿童的最佳安置方式。总体而言，看法各不相同，但相当具有批判性。在全纳教育总体方面，芬兰的普通（也称为“常规”）教师是最持批判态度的群体，而芬兰的特殊教育教师则最为乐观。大多数受访者认为全纳教育能促进社会公平。然而，在实践中追求全纳，尤其是为所有人提供优质且有效的教育的保障，被视为存在问题。与芬兰受访者相比，赞比亚受访者更倾向于为不同残疾儿童提供更隔离的教育环境。残疾类型和严重程度影响了首选的教育环境，并且在这方面两国的受访者存在明显差异。研究结果支持了这样一种观点，即教育工作者对全纳的态度对于发展全纳学校系统很重要，并且全纳教育最好被理解为一个多维度的概念，在实践层面上高度依赖具体情境。
