五个国家和美国全纳教育的模糊含义

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL
Douglas Fuchs
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引用次数: 0

摘要

在这篇评论中,我对本特刊中介绍五个国家全纳教育情况的论文进行了反思。更具体地说,在作者们对各自国家在努力为残疾学生提供更有力、更具全纳性的教育体验过程中所取得的进步和面临的挑战的描述中,我强调了几个主题。我将这种努力与美国为正确理解和实施有益于所有残疾儿童和青少年的全纳教育所做的努力进行了比较和对比。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Elusive Meaning of Inclusive Education in Five Countries—and the United States
In this commentary, I reflect on the papers in this special issue that describe inclusion in five countries. More specifically, I highlight several themes among the authors’ descriptions of both progress and challenges as their respective countries try to provide students with disabilities a stronger, more inclusive educational experience. I compare and contrast this effort to efforts in the United States to properly understand and implement an inclusive education that benefits all children and youth with disabilities.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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