摘要
本文通过梳理日本残疾儿童教育发展的历程发现,自1872年“学制”制度实施以来,日本残疾儿童的受教育权经历了从被公立教育体系排斥,到获得教育制度保障的漫长之路,残疾儿童的受教育权利逐渐被承认并得以实现。尤其是特别支援教育制度的实施,改变了以往注重培养残疾儿童能力的教育方针,转向关注残疾儿童融入正常生活所需要的平等受教育权,并为解决残疾儿童不同的教育需求提供了指导策略。特别支援教育制度在实践的过程中也面临着教育需求逐年增大、理念与实践存在分歧以及教育资源配置不均等的多重挑战。日本残疾儿童教育事业改革的经验和挑战为我国开展个别化特殊教育提供诸多借鉴和启示。
By reviewing the educational development of disabled children in Japan,this paper finds that since the implementation of the“school system”in 1872,the educational rights of disabled children in Japan have gone through a long road from being excluded from the public education system to being guaranteed by the education system.The educational rights are gradually recognized and realized.In particular,the implementation of the special support for education system has changed the previous educational policy that focused on cultivating the abilities of disabled children,and turned to focus on the equal educational rights that disabled children need to integrate into normal life,and provided guidance strategies for addressing the different educational needs of disabled children.In the process of practice,the special support for education system also faces multiple challenges such as increasing educational demands,differences between concepts and practices,and unequal allocation of educational resources.The experience in the reform of the education system for disabled children in Japan can provide reference for the development of individualized special education in China.
作者
张帆
尹星星
刘金松
ZHANG Fan;YIN Xingxing;LIU Jinsong(School of Social Development,East China Normal University,Shanghai,200062;Institute of International and Comparative Education,Shanghai Normal University,Shanghai,200234)
出处
《中国特殊教育》
CSSCI
北大核心
2022年第5期28-35,共8页
Chinese Journal of Special Education
基金
2020年教育部人文社科基金青年基金项目“我国普通高中学生综合素质评价改革研究”(项目批准号:20YJC88054)成果之一
关键词
日本
残疾儿童
教育权利
特别支援教育
Japan
disabled children
educational right
special support for education
