全球视野下的全纳教育：概念阐释、政策演进与多元实践-清华大学教育研究

文章信息/Info

Title:: Inclusive Education in Global Perspective: Conceptualization, Policy Evolution and Diverse Practices

Author(s):: Ratna Ghosh¹ JING Xiao-li² XIE Yun-jia¹; 1.Department of Integrated Studies in Education, McGill University; 2.Institute of International and Comparative Education, Beijing Normal University

Keywords:: inclusion; inclusive education; Education for All; special education

摘要:: 本文深度解析了全纳教育这一概念,并以加拿大和中国为例,探讨了全纳教育在西方国家和非西方国家的政策与实践。虽然全纳教育的理念得到了国际社会的广泛认可,但是在实际执行过程中,由于历史文化、社会经济等方面不同,呈现出不同的表现形式。推行全纳教育需要对现行教育范式进行深刻改革,以更好地满足所有学生,特别是被排斥和被边缘化的学生群体的个性化教育需求,而实现这一目标需要教育政策制定者、学校管理者、教师、家长等在内的所有利益相关者的共同努力。

Abstract:: This article first elaborates on the concept of inclusive education and then presents the policies and practices in Western and non-Western countries, adopting Canada and China as comparative cases. It is noted that while the concept of inclusive education is widely recognized internationally, its implementation varies due to diverse historical, cultural, and socio-economic national contexts. Finally, the article emphasizes that implementing inclusive education requires profound reforms in the existing educational paradigm to better meet the individualized educational needs of all students, especially those who are excluded or marginalized. Achieving this goal requires concerted efforts from all stakeholders, including but not limited to policymakers, school administrators, teachers, and parents.