Study On The Construction Of Inclusive Education Curriculum

The fundamental concept of inclusive education is to include all students, and meet all the students' needs. Based on this concept, the students with special needs should be educated in the general education settings with their peers. It's unacceptable to exclude these students. To achieve this goal, general school should attach importance to adjust the form, content and implementary strategy of curriculum in general classroom, then the students with special needs can take part in school curriculum activities equally with their peers. However, there are a lot of shortage in the prevenient curriculum development, which are different from inclusive education concept. So we should construct inclusive education curriculum. Many researchers have discussed this new trend of thought from academic level, but lack the research towards inclusive education curriculum. It's a relatively vacant area in China. So this thesis focuses on practical level, exploring the construction of inclusive education curriculum.This dissertation systematically studied the constitution of the inclusive education curriculum from six chapters. Chapter one introduced the fundamental theories about inclusive education curriculum, consisting of the derivational backgrounds, the curriculum concepts and structures.Chapter two described the content of inclusive education curriculum, provided four curriculum options, expatiated on the requirements of identifying curriculum content, then suggested ecological approaches to identify curriculum content, and finally sumarrized the characteristic of inclusive education curriculum.Chapter three investigated curriculum development. First, the advantages and disadvantages of current curricular approaches in special education were introduced. Adaption of curriculum design was also presented. Finally, an example to individualize the curriculum through the IEP was showed.Chapter four discussed the implementation of the inclusive education curriculum, including twenty basic principles of inclusive instruction, three forms of teaching (individual, group work and whole class teaching) and detailed teaching ways. Some examples of inclusive education were utilized in the end.Chapter five, curriculum-based assessment system was established. Several assessment strategies, especially CBM (Curriculum-Base Measures) were adopted. CBM is regarded as a convenient approach to directly evaluate the mastery degree of students' current skill levels in important school subjects. Some limitation were also demanded on curriculum-based assessment system .Chapter six is about the existing question and expectation of the inclusive education curriculum. The characteristic and insufficiency of the inclusive education curriculum were annalyzed. Some suggestions were supplied to cater for the teaching practice of our country. Otherwise, Many other relevant problems are still expected to investigate further. It is belived that curriculum will go towards inclusive education ultimately.