融合教育理论与实践

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1、融合教育：理論與實踐(InclusiveEducation:TheoryandPractice)Ming-GonJohnLian連明剛FacultyofEducationUniversityofHongKong=每一個人獨有的特色(uniquenessofeachindividualperson)今日的學校環境Today’sschoolenvironment=我們共有的特(thingsweshareincommon)團隊經驗精神分享(teamspirit)(sharingofexperience)包容(toaccep

2、t;扶持toinclude)(tosupport)養分(Nourishment)Inclusionis(融合的理念是)...HongKong’sDiversity（香港的多元化）...是正常的現象(natural).值得我們接受與分享(appreciateandcelebrate).是我們共同努力的方向(effortandaim).是指向有特殊教育需要的人士提供機會，讓他們能夠全面參與社會上各式各樣的活動，包括教育、就業、消費、娛樂、社區及家庭活動。(Providingopportunitiestopersonswi

3、thSENforthemtofullyparticipateinallactivitiesinthecommunity,includingeducation,work,consume,recreate,andothercommunityandhomeactivities)（EDIEImplementationGuide教育署融合教育實施指引）“融合”(inclusion)一詞...Inclusion是關於...有完整的人生(livingfulllives).學會共同生存(livingtogether).以世界為我們的

4、教室(makingtheworldourclassroom).(www.inclusion.com)Inclusion是關於...珍惜多元化(treasuringdiversity).建立共同社會(buildingcommunity).我們的能力(our“abilities”)–分享我們的天賦.而非我們的殘疾缺陷(isNOTjusta“disability”issue).(www.inclusion.com)融合教育乃是世界性潮流(GlobalTrend)1993–聯合國通過「弱能人士機會均等標準」UNEqualOp

5、portunityStandards1994–TheSalamancaStatement1994-世界特教會議研究推廣融合教育模式TheWorldSpecialEducationCouncil’sIEModel1995–TheUKGreenPaperonExcellenceforAllChildren美國早期的情形(inU.S.)1936–Statevs.Christ-Apoliovictimwasruledtostayinspecialschoolbecauseofhisinabilitytomeetthestan

6、dardofthegradeschool.美國早期的情形(inU.S.)1950StateBoardofEducationvs.Petty-Adeafchildwasruledtoattendspecialschoolinsteadofpublicschoolbecausethischildhadaphysicaldefectand“necessarilymust”receiveadifferenttypeofinstructionthanonewhowasnothandicapped.美國早期的情形(inU.S.)

7、1958DepartmentofPublicWelfarevs.Haas-Therewasanimplied"capacitytolearn"attachedtotherighttoaneducation;publicschoolswerenotresponsibletoprovideeducationtohandicappedchildren.美國近代融和教育趨勢(inU.S.)1954–Brownvs.BoardofEducation(Ifthestateprovideseducationforsome,itsh

8、ouldprovideeducationforallonanequalopportunitybasis)1960s-Civilrightsmovement(民權運動)1964–President’sCommitteeonMentalRetardation1971–PARCvs.TheCommonwealthofPennsylvania1972–