摘要
研究主要采用问卷调查法,对北京市16区县473所普通中小学融合教育基本情况进行调查。结果发现:教师整体接受特殊教育培训比例低。北京市中小学已建有一定数量的资源教室,但是资源教室数量与实际需求不匹配。大多数学校已经建立融合教育工作小组,但是资源教师和残疾学生家长的参与力度不够。大多数学校都能够对课程内容和教学方法进行调整,但是评价较少调整。融合教育使残疾学生和普通学生共同受益,大多数残疾学生家长对学校融合教育实施情况感到满意,但仍面临诸多挑战。
This research mainly adopts questionnaire survey as its research method to investigate the basic situation of the inclusive education in 490 general primary and secondary schools of 16 districts in Beijing. The results showed that： 94% of primary and secondary schools in Beijing have carried out the inclusive education; however, the proportion of special education and training of teachers is quite low. a certain number of resource rooms have been built for the primary and secondary schools in Beijing, but the number of the rooms and the actual demand does not match. Most schools have set up working groups of inclusive education, whereas the participation of resource room teachers and parents of students with disabilities is not enough. Most schools are able to adjust the content and teaching methods, but the evaluation is less. The inclusive education is beneficial for students with disabili- ties and common students, and most of the parents of students with disabilities are satisfied with the implementation of the inclu- sive education in schools. The inclusive education still faces many challenges.
出处
《现代特殊教育》
2016年第14期22-27,72,共7页
Modern Special Education
基金
北京市残联2014年委托项目"北京市融合教育实施现状与发展对策研究"的研究成果之一
关键词
北京
普通中小学
融合教育
Beijing general primary and secondary schools inclusive education
