Inclusion in Schools: Who is in Need of What?
Inclusion in Schools: Who is in Need of What?
复制标题
融入学校：谁需要什么？
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
B. Pepin
中科院分区：
文献类型：
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作者：
Christer Brusling;B. Pepin
有特殊需要的儿童上学的历史被描述为从20世纪早期的忽视到1920年代至1960年代基于个人需要的隔离，再到1960年代至今的融合（凯西，1994年）。这一情况可以得到目前学校包容运动的补充，这一运动顺应了儿童的需要及其作为公民的权利，顺应了我们所有人学会在一个差异世界中生活的需要（托马斯和Loxley，2001年）。Mittler（2000）将这场运动的全球规模描述为与宗甸（泰国）和萨拉曼卡（西班牙）等地有关。1990年，来自155个国家政府的教育部长和官员在宗甸举行会议，承诺他们的国家在五个领域为未来十年制定国家目标：
The history of schooling of children with special needs has been described as going from neglect early in the twentieth century to segregation based on individual needs in the 1920s–1960s to integration in the 1960s to the present (Casey, 1994). This picture could be complemented by the current movement towards inclusion in schools, which is responsive to the needs of children as well as to their rights as citizens, and to the needs of all of us to learn to live in a world of differences (Thomas & Loxley, 2001). The global dimension of this movement has been described by Mittler (2000) as connected to places like Jomtien (Thailand) and Salamanca (Spain). In Jomtien, ministers of education and officials from 155 governments met in 1990 and committed their countries to set national targets for the coming decade in five domains: