From integration to inclusive education: does changing the terms improve practice?
From integration to inclusive education: does changing the terms improve practice?
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从融合到包容性教育：改变术语是否会改善实践？
DOI：
10.1080/13603110801923476
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发表时间：
2009
影响因子：
2.2
通讯作者：
Serge Thomazet
中科院分区：
文献类型：
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作者：
Serge Thomazet
在法语国家，“包容”一词有时被用来代替通常的“融合”一词，指的是普通学校对有特殊需要的学生的教育。本文提出了一项分析，以阐明新术语出现的原因，以及采用它来表示有利于有特殊教育需要的学生的教育原则的好处。对美国情况的描述将使我们更好地理解什么是全纳教育，以及将其与全纳教育（甚至与全纳实践）区分开来的好处。特别是，在使用“全纳教育”一词时，我们可以描述的不是更发达的整合，而是差异化的实践。这些区别对待的做法使儿童和青少年，无论他们有什么困难或残疾，都能在普通学校找到目标和手段适当的教育对策，而不会将他们与学校的其他学生区分开来。通过这种方法，不是把孩子包括在内，而是把学校和教学包括在内。因此，特殊需要不再是孩子的需要，而是学校的需要，因此超出了融合的限制。最后，本文提出了学校的预期发展，这可能使它成为一个包容的学校，而不是一个融合的学校。
In French‐speaking countries, the word ‘inclusion’ is sometimes used instead of the usual term ‘intégration’ to refer to the schooling of pupils with special needs in ordinary schools. This paper proposes an analysis to throw light on the reasons for the emergence of a new term and the advantages of adopting it to denote educational principles in favour of pupils with special educational needs. A description of the situation in the USA will give a better understanding of what inclusive education is, and what benefit there is in distinguishing it from integrative education (and even from inclusive practices). In particular, it will be argued that in using the expression ‘inclusive education’, we can describe not more developed integration but differentiating practices. These differentiating practices allow children and adolescents, whatever their difficulties or disabilities, to find in an ordinary school an educational response, appropriate in its aims and means, in ways that do not differentiate between them and the other pupils of the school. With this approach, it is not the child who is included but the school and the teaching which are inclusive. The special needs are therefore no longer those of the child, but those of the school, and thus go beyond the limits of integration. The paper concludes by a presentation of the expected developments in the school which may make it, not an integrating school but an inclusive one.