Introduction: the social position of pupils with special needs in regular education
Introduction: the social position of pupils with special needs in regular education
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简介：有特殊需要的学生在常规教育中的社会地位
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发表时间：
2007
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通讯作者：
S. Pijl
中科院分区：
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作者：
S. Pijl
目前，为有特殊需要的学生提供的教育已经变得更加多样化，并面向正规教育（Pijl等人，1997年; Vislie，2003年）。普遍的看法是，有特殊需要的学生应在正规教育环境中与同龄人一起接受教育。因此，分开的学校制度被“包容性”制度所取代。“包容性教育”一词是指消除所有学生学习和参与的障碍，从而包容各种各样的学生，并提供差别教育以反映这种多样性。经合组织（1995年，第15页）将其定义为：最大限度地促进残疾学生和非残疾学生之间互动的过程，表明非常重视创造条件，促进学生之间的良好关系。有特殊需要的学生应该像其他学生一样在学校里有接触、关系和友谊。学生之间的关系是全纳教育的一个关键问题。家长们尤其认为，社会接触的可能性是将其有特殊需要的孩子送入正规学校的一个重要原因。他们希望他们的孩子学会处理社交场合，交朋友，融入当地社区。一般来说，孩子们会与自己附近的其他孩子建立友谊。在特殊学校上学显然严重阻碍了与没有特殊需要的同龄人建立友谊，并使其更难以参与当地社区。很明显，全纳教育带来了更多的互动机会，是练习社会技能的一个有前途的竞技场。因此，Kobi（1983）所区分的最低层次的一体化，即物理一体化，
Currently, the education provision for pupils with special needs has become much more varied and geared towards regular education (Pijl et al., 1997; Vislie, 2003). The prevailing view is that pupils with special needs should be educated alongside their peers in regular education settings. Separate school systems have therefore been replaced by an ‘inclusive’ system. The term ‘inclusive education’ refers to removing barriers to learning and participation for all students, thus encompassing a large diversity of pupils and providing differential education to reflect this diversity. The OECD (1995, p. 15) defined it as: the process that maximizes the interaction between disabled and non-disabled pupils, showing that much value is placed on implementing conditions that foster good relations between students. Pupils with special needs should have contacts, relationships and friendships in school just like other pupils. Relationships among students is a key issue in inclusive education. Parents especially regard the possibilities for social contact as an important reason for placing their child with special needs in a regular school. They expect their child to learn to handle social situations, make friends and integrate into the local community. Generally, children form friendships with other children in close proximity to themselves. Attending a special school is clearly a serious hindrance in developing friendships with peers without special needs and makes it more difficult to participate in the local community. It seems obvious that inclusive education brings more chances for interaction and is a promising arena for practising social skills. Physical integration, the lowest level of integration Kobi (1983) distinguishes, is thus an