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A Comparative Study On Inclusive Schools

Posted on:2007-12-15Degree:DoctorType:Dissertation
Country:ChinaCandidate:X P DuFull Text:PDF
GTID:1117360185462481Subject:Comparative Education
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Education for children experiencing barriers to learning and participation in China has been divided into general education and special education systematically. The Medical Model and Psychosocial Rehabilitation Mode have predominated the special education in China. Nowadays, the Social Model has become internationally recognized as the driving force behind the disability agenda and a cornerstone of the disabled people's movement. The Social Model in its simplest changes the focus away from people's impairments and towards removing the barriers that disabled people face in every day life. Firstly, the dissertation, aiming at inclusive schools, summarizes the main characteristics of inclusive schools, tentatively suggests the creation of inclusive school culture, the curriculum, instruction and evaluation in inclusive schools in order to help solve the problem of helping children experiencing barriers to learning and participation being included in public schools and educated in general education classrooms (suiban jiudu) effectively. Then, by using tables to list and compare the inclusive practices of four case-study schools, it points out that the success of an inclusive school depends on some critical factors. Lastly, it discusses the difficulties of and challenges to implications for inclusive practices in China.Chapter One suggests that inclusive schools are a practical path to the realization of a harmonious inclusive society and tells the differences between an inclusive school, a special school, an integrated school and a regular school, and states the necessity to create inclusive schools in China.Chapter Two tells what an inclusive looks and feels like and what the educational aims of an inclusive school are, and then summarizes the main characteristics of an inclusive school scholars in U.S. and U.K. concluded after a lot of case-study research.Chapter Three suggests to view the specific "visual" elements in school culture as the entrance to developing new inclusive school culture, and further put forward some feasible ideas to create an inclusive school culture.Chapter Four discusses the common exclusive factors existing in current curriculum and instruction, lists the traits and essential contents a set of curriculum should have to promote inclusion, the principles and concrete strategies the instruction should follow and employ to promote inclusion.Chapter Five points out that the traditional evaluation system should be changed and employ some more scientific and more effective evaluation methods from the perspective of inclusive education to support the inclusive curriculum and instruction.Chapter Six chooses four schools in three different countries as case-study schools and compares their inclusive practices from the perspective of inclusive school culture, inclusive teaching models, curriculum, instruction and evaluation.Chapter Seven discusses the difficulties of and challenges to implications for inclusive practices in China in detail.
Keywords/Search Tags:Comparative
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