残疾儿童教育：融合教育的基本原理。
Education for children with disabilities: the rationale for inclusion.
作者信息
Graves P, Tracy J
机构信息
Department of Paediatrics, Monash University, Clayton, Victoria, Australia.
出版信息
J Paediatr Child Health. 1998 Jun;34(3):220-5. doi: 10.1046/j.1440-1754.1998.00210.x.
OBJECTIVE
To discuss issues in the education of children with disabilities, particularly with respect to inclusion in mainstream classes.
METHODOLOGY
Review of the literature on education for children with disabilities, focusing on the inclusion versus segregation debate.
RESULTS
The literature provides no support for segregation and some support for the view that segregated children are disadvantaged. What seems to be important is the way the child is educated rather than where the education takes place. In addition, there are ethical, sociological, and legal arguments in favour of an inclusive educational system.
CONCLUSIONS
There are good arguments to encourage inclusive education for children with disabilities. In advising parents, doctors should focus on how rather than where the child with a disability should be educated.
目的
探讨残疾儿童教育中的问题，特别是关于融入主流班级的问题。
方法
回顾关于残疾儿童教育的文献，重点关注融合与隔离的争论。
结果
文献不支持隔离，且有一些证据支持隔离儿童处于劣势的观点。重要的似乎是儿童接受教育的方式而非教育地点。此外，存在支持包容性教育体系的伦理、社会学和法律论据。
结论
有充分理由鼓励对残疾儿童进行包容性教育。在为家长提供建议时，医生应关注残疾儿童应如何接受教育而非在何处接受教育。
Zotero 插件