From integration to inclusion: focusing global trends and changes in the western European societies
From integration to inclusion: focusing global trends and changes in the western European societies
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从一体化到包容：关注西欧社会的全球趋势和变化
DOI：
10.1080/0885625082000042294
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发表时间：
2003
影响因子：
2.6
通讯作者：
Lise Vislie
中科院分区：
文献类型：
--
作者：
Lise Vislie
本文的第一部分讨论了萨拉曼卡声明后使用的新术语是否仅仅意味着语言上的转变或新的教育政策议程。该文件给出的答案是，向包容性的转变有双重目的：教科文组织在1990年代初在该领域的行动意味着一种全球背景下的政策愿景，需要一个新的术语，以避免向更广泛的国际竞技场上的重要行为者发出错误的信号。在西方，这两个概念经常被混淆，大多数被认为是重叠的，没有适当认识到萨拉曼卡之后两个术语的不同核心，即政策重点的转移，从特殊教育到应对所有学生的共同学校内的多样性。这种集中的解释包容性，而不是与一体化相混合，它是在文件中认为，描述和说明，参考最近在英国的一些创新。作为一种将实践推向更包容性学校的工具，英语包容性指数也得到了一定的国际关注。然而，西方社会似乎一直存在着有关改革优先事项的紧张关系，即无论是将战略和创新集中在特殊教育上，还是集中在普通学校的多样性上。因此，在本文件的第二部分，提出了包容性是否对西方社会的学校制度产生了任何明显影响的问题，并根据14个欧洲国家报告的两组统计数据（大约1990年和1996年获得）进行了审查。对数据的分析和讨论受到Fritz Ringer及其同事在分析欧洲现代教育体系兴起时所使用的社会历史视角和相关概念（包容性，分割，垂直与水平划分）的启发。
The first part of this paper addresses the question whether the new terminology that came into use after the Salamanca Statement meant only a linguistic shift or a new educational policy agenda. The answer given in the paper is that the shift to inclusion served a double purpose: Unesco's actions in the field in the early 1990s implied a policy vision for a global context and needed a new term to avoid giving the wrong signals to significant actors on a wider international arena. In the west, the two notions are frequently mixed, mostly considered as overlapping and without due recognition of the different cores of the two terms after Salamanca, that is a shift of policy focus, from special education to responding to the diversity within a common school for all students. This focused interpretation of inclusion, not to be mixed with integration, it is argued in the paper, is described and illustrated by reference to some recent innovations in the UK. As an instrument for moving practice towards more inclusive schools, the English Index for Inclusion has also obtained a certain international attention. However, tensions concerning reform priorities, that is whether focusing strategies and innovations on special education or on diversity in the common school, continuously seem to exist in the western societies. In the second part of the paper, the question whether inclusion has had any noticeable effect on the school systems in the western societies is therefore raised and examined in relation to two sets of statistical data reported for 14 European countries (obtained about 1990 and 1996). The analyses and discussions of the data have been inspired by the socio-historical perspective and related concepts (inclusiveness, segmentation, vertical vs horizontal divides) used by Fritz Ringer and colleagues in analysing the rise of the modern educational system in Europe.