引言 第二次世界大战后,北欧掀起了一场波及到多个国家的正常化(normalization)运动,该运动倡导残障人士不仅要享有与其他社会成员同等的生存权利,而且还应拥有尽可能接近普通市民的生活条件和生活方式(O’Brien,1999)。从此,正常化作为一种对待残障人士的价值观和理念,在医疗康复、特殊教育、社会工作等领域都被接受下来。我国虽然从20世纪80年代起才有了专门针对弱智儿童的特殊教育,但也已经开始接受正常化的理念,90年代就开始了随班就读的教学改革试验,目前也已经出现了“特殊需要教育”的概念。 Introduction After World War II, Northern Europe launched a normalization campaign that spread to many countries advocating that people with disabilities not only enjoy the same right of existence as other members of society, but also have as close as possible Ordinary citizens living conditions and way of life (O’Brien, 1999). Since then, normalization has been accepted as a value and concept for people with disabilities in areas such as medical rehabilitation, special education and social work. Although special education for mentally handicapped children was not available in our country since the 1980s, we have also begun to accept the concept of normalization. In the 90s, we began the experiment of teaching reform in regular classes. At present, there have also been some special needs Education "concept.