查詢結果分析
來源資料
頁籤選單縮合
題名 | 兩岸特殊教育政策的背景分析=The Analysis of the Background of the Special Education Policies on Both Sides |
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作者 | 林鎮坤; | 書刊名 | 教育研究 |
卷期 | 6 1998.06[民87.06] |
頁次 | 頁69-90 |
分類號 | 529.5 |
關鍵詞 | 兩岸; 特殊教育; |
語文 | 中文(Chinese) |
中文摘要 | 本文採比較公共政策研究的途徑,將影響兩岸特殊教育政策的各項因素,區分為 外在因素與內在因素。外在因素是所謂的社會脈絡的客觀環境因素,也是特殊教育政策本身 以外的因素,例如經濟文化、社會等因素;內在因素則指特殊教育政策本身或內部的運作因 素,如政黨、利益團體、民意、菁英份子、行政部門、立法部門等,內外環境因素並非無關 連,而是密切互動的。兩岸教育主管對於特殊教育政策的推動,有相同點也有相異點,可以 分析如下:一、台灣特教政策早期由醫學界,慈善人士主導,中期為專家學者及行政人員, 目前則家長及民意代表界入;大陸則從慈善團體、黨政人士,逐漸轉移到專業人員身上。二 、大陸在中央部門設有專責單位相當於部會級的殘疾人工作協調會,與特殊教育處;台灣則 設有臨時編組的特殊教育工作小組。三、兩岸的公益團體均能影響特教政策,台灣由各類民 間殘障團體發生影響,大陸則由半官方的殘疾人聯合會發生影響。四、大陸的特教政策受「 殘餘性模式」的影響;台灣則逐漸受「制度化模式」的影響。 |
英文摘要 | Comparative public policy approach is adopted inthis writing to categorize factors influencing the special education policy across the Taiwan Strait into inner and outer factors. The later, the factors out of the special education policy, is the so-called objective environment factors in the social context such as economy, culture and society, while the former mean the special education policy itself or the inner operation such as political parties, interest groups, elected representatives, the elite, the executives and the legislatures. These two factors are more closely interacted than disconnected. Analyses on the similarities and difference that education conductors in the two sides of the Strait used to implement the special education policy are elaborated as following:I、 The early stage of the special education policy in Taiwan was implemented by the medicinal circles and the benevolent. The middle stage was by the scholars, experts and administrators. More recently, parents and elected representatives have begun to participate. In Mainland China, the work has been gradually transferred from charitable organizations, politicians, and the political party members to professionals gradually. II、The Disabled Coordination and Special Education Bureau, which are equivalent to ministries and commissions, are set up in the Central Government in Mainland China. Temporal special education teamwork bas been established in Taiwan. III、The special education policy is influenced by public welfare groups acrosee the Taiwan Strait. Those policies of Taiwan are influenced by various disabled groups. Those of Mainland China are influenced by the quasi-official Disabled Persons' Federation. IV、 Mainland China's special education policy is influenced by "the residual model" while that of Taiwan has been gradually influenced by "the institutional model" |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。