Kugelmass J W
Division of Education, School of Education and Human Development, SUNY Binghamton, NY 13902, USA.
J Learn Disabil. 1995 Nov;28(9):545-53. doi: 10.1177/002221949502800903.
Because every classroom in American schools contains heterogeneous groups of students, inclusion is more than an issue of concern just for special educators. This article provides examples of elementary classrooms that have adopted the Foxfire approach to instruction as a means of developing learning communities that serve all children. The teachers who are described turned to learner-centered instruction not as a method to promote the inclusion of children with learning disabilities, but, rather, as a means of providing optimal learning experiences for all their students. The rationale for developing elementary classrooms that are learner-centered communities is explored, and specific examples of instructional approaches are provided.
由于美国学校的每个教室都有不同类型的学生群体，融合教育不仅仅是特殊教育工作者关心的问题。本文提供了一些小学课堂的例子，这些课堂采用了福克斯火教学法，作为发展服务于所有儿童的学习社区的一种方式。文中描述的教师转向以学习者为中心的教学，并非是为了促进学习障碍儿童的融入，而是为所有学生提供最佳学习体验的一种手段。本文探讨了发展以学习者为中心的小学课堂社区的基本原理，并提供了具体的教学方法示例。
