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融合教育为现今国际特殊教育之主流,其实施成效往往被视为一国(地区)教育发展及人权保障的指标。台湾自1997年修正《特殊教育法》后,特殊教育开始确立朝「最少限制环境」的融合教育推动,迄今已届17年,目前已显现相当成效。大陆地区因无《特殊教育法》的立法,特殊幼儿特别是身心障碍幼儿的受教权难以得到充分保障。政府虽制定「随班入园」、「随班就读」等政策,但由于无法律支持,难以贯彻执行。本文探讨台湾融合教育的发展历程,以期提供大陆地区特殊教育,特别是融合教育之参考。
Convergence education is the mainstay of international special education nowadays. The effectiveness of its implementation is often regarded as an indicator of education development and human rights protection in a country (or region). Since Taiwan amended its special education law in 1997, special education has begun to establish the promotion of integrated education that is “at least restrictive of the environment.” It has been 17 years so far and has shown remarkable results. In mainland China, due to the absence of “special education law” legislation, it is difficult to adequately protect the rights of special children, especially children with disabilities. Although the government has formulated such policies as “entering classes on a regular basis” and “attending regular classes”, it is difficult to implement them due to lack of legal support. This article explores the development of Taiwan’s integration education with a view to providing a reference for special education in mainland China, especially for integration education.