頁籤選單縮合
題 名 | 改革開放後中國大陸特殊教育發展因素之探究=An Exploratory Study of Factors of Special Education Development in Mainland China after Reform and Opening-Up |
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作 者 | 洪榮照; | 書刊名 | 特殊教育與輔助科技學報 |
卷 期 | 3 2011.03[民100.03] |
頁 次 | 頁37-78 |
分類號 | 529.092 |
關鍵詞 | 中國大陸; 特殊教育發展; 隨班就讀; Mainland China; Development of special education; Learning in regular class; |
語 文 | 中文(Chinese) |
中文摘要 | 1978年鄧小帄宣示改革開放,三十年來中國大陸經濟呈現巨幅成長,特殊教育也急速發展與改變。為探究中國大陸特教成長與改變因素,本研究以文件分析、訪談等方式進行探究。研究者分析相關檔案、研究報告,及訪談中國大陸重點師範大學特殊教育學者、特殊教育學校與普通小學之校長、主任、老師、教育局政府官員、中國殘疾人聯合會主管人員等,研究歸納推動中國大陸特殊教育發展的重要因素:(一)1988年召開全國第一次特殊教育工作會議,促成1989年國務院發佈《關於發展特殊教育的若干意見》,強調貫徹特殊教育普及化,促使各級政府重視特殊教育。同年在北京成立《中國殘疾人聯合會》,對特殊教育的規劃與發展極具影響力。(二)陸續頒佈與修訂之《義務教育法》、《殘疾人保障法》、《殘疾人教育條例》,強化了中央與地方推動特教的法理基礎。(三)社會逐漸改變對殘疾人的價值觀念、學術界積極倡導,影響高等教育成立特殊教育系所,培育特殊教育師資,進行特殊教育研究。然而仍有隱憂與值得關注,歸納如下:(一)東西部發展與城鄉差距大、資源投入與分配不均、特殊教育教師社會地位不高,影響特殊教育之進展。(二)積極推動「隨班就讀」的特殊教育型態,顯著提高身心障礙學童的入學率,卻因為基層師資特教專業能力不足,配套措施不完備等因素,特教質量受到考驗。(三)「中國殘疾人聯合會」為民間社團,組織與影響力龐大,接受政府委託對殘疾人教育經費之補助、殘疾人身份之認定等,影響特殊教育之規劃與推動。(四)《特殊教育法》之立法,並未排入《國家中長期教育改革和發展規劃綱要(2010-2020年) 》之中,影響了未來特殊教育推動與發展。 |
英文摘要 | After Deng Xiaoping declared the reform and opening-up policy in 1978, China grew dramatically in economics and strength in hardware is remarkable in last 30 years, meanwhile, special education in China developed and changed greatly. In order to explore the factors of development and change of special education in contemporary China, file analysis and interview were applied in the study. The researcher analyzed related files, research reports as well as interviewed special education scholars from key normal universities, principals and teachers from both special education and regular schools, government officers, and personnel from China Disabled Person’s Federation. The researcher concluded that important factors of promoting the development of special education were as follows: a) The first national special education work meeting was held in 1988. Department of National Affairs released “Recommendations about development of special education” in 1989, and it asserted to popularize special education and make local government pay attention to special education. In the same year, China Disabled Person’s Federation was founded in Beijing and became influential in plan and development of special education. b) China government successively issued and mended “Law of Compulsory Education,” “Law of Disabled Protection,” “Regulation of Education for Disabled” and so on, therefore established a strong legal principle for central and local governments to promote special education. c) The changes of attitudes and value toward people with disabilities as well as advocacy of academics led the launch of special education departments in higher education. Since then, special education teacher training and researcher started. In contrast, there were things needing to pay attentions behind rapid growth. The researcher summarized as follows: a) Differences of developments between east/west and city/country were huge, unfair investment and distribution of the resources, and low SES of primary special education teachers all have impact on the development of special education. b) China aggressively promoted “learning in regular class” as the special education model and profoundly increased the enrollment rate of students with disabilities, but both quality and quantity of special education were challenged due to lack of special education professional training and supporting measures for primary teachers. c) As a civil organization, the power of China Disabled Person’s Federation was excessive. It controlled the budget of special education and the identification of people with disabilities, in other words, it was influential to the plan and development of special education. d) The legislation of “Law of Special Education” was not listed in “National Mid- and Long-Term Educational Reform and Development Plan Outline (2010-2020),” and it implied the promotion and development of special education in the near future. |
本系統中英文摘要資訊取自各篇刊載內容。