Vaughn S, Schumm J S
Department of Teaching and Learning, University of Miami, Coral Gables, FL 33146, USA.
J Learn Disabil. 1995 May;28(5):264-70, 290. doi: 10.1177/002221949502800502.
The purpose of this article is to contrast responsible with irresponsible inclusion practices for students with learning disabilities. Guidelines for responsible inclusion are that the student and family are considered first, teachers choose to participate in inclusion classrooms, adequate resources are provided for inclusion classrooms, models are developed and implemented at the school-based level, a continuum of services is maintained, the service delivery model is evaluated continuously, and ongoing professional development is provided.
本文的目的是对比针对学习障碍学生的负责任与不负责任的全纳教育实践。负责任的全纳教育指导原则包括：首先考虑学生及其家庭；教师自愿参与全纳课堂；为全纳课堂提供充足资源；在学校层面制定并实施相关模式；保持连续的服务；持续评估服务提供模式；提供持续的专业发展机会。
