美国学校重构中的全纳教育实践研究.pdfVIP

论 文 摘 要 真正意义的全纳教育诞生于20 世纪90 年代，随着全纳教育思想 逐步深入人心，全纳教育实践研究的重要性日益突现出来。全纳教育 领域的研究重心从理论转向实践，研究焦点从 “Why to do ”转变成为 “How to do”。本研究以美国全纳教育实践为对象，期望能够在过渡 时期起到承上启下的介质作用。 第一部分对美国全纳教育的主要概念、政策立法和发展历程加以 概述，呈现出美国全纳教育发展与现状的总体印象。 第二部分的主要目的在于阐明全纳教育与美国学校重构的互动关 系，在美国进行学校重构与创建全纳学校实质上是一个统一的过程。 全纳教育理论可以为学校重构提供一个新语境；全纳教育可以影响学 校重构的功能导向；学校重构的新目标就是创建全纳学校。 第三部分是研究主体，以三所中学的实际案例为依据来考察美国 的全纳教育实验。通过对案例的分析与比较，反思并总结其中的实践 经验，力图在学校层面构建一个全纳教育实践的方法体系以及学校重 构与改革的立体框架。 最后一部分总结了美国全纳教育实践的特征，通过借鉴美国全纳 学校的实践经验，对我国的全纳教育实践有所启示。 关键词：全纳教育 全纳学校 学校重构 4 ABSTRACT Truly inclusive education was born in the 1990s. Inclusion involves the education of all students, not just special education students. The issue of inclusion is important because schools must provide the best education for all students. Inclusive education, like all education, is a process. With growing numbers of people are involved in inclusive educational experiences, new questions are being asked, instead of asking “Why to do” more than asking “How to do”. Now inclusion is becoming a civil and educational right in the U.S.A. The first chapter will provide an overview of inclusive education in the U.S.A. Chapter two concentrates on the relationship between inclusive education and school restructuring. Inclusive schools are synonymous with what many people mean when they call for school restructuring, so they serve as a vehicle for school reform. To provide credible evidence to support inclusive education and the need for restructuring at the secondary school level, chapter three discusses three case studies of inclusive American high school. The last chapter attempts to summarize the current features of inclusive educational implementation in U.S.A. and some