The Practice Mode And Enlightenment Of Integrated Education For Children With Special Needs In Britain And America

To ensure everyone has the equal right to education, for thepast few years, almost all the countries in the world have committed tothe education system reform in various degrees. Under this situation,integrated education came into being. Western countries, especiallyBritain and American combined national situations to take the lead inimplementation for integrated education and produced their own practicemode.This paper mainly uses literature, comparison,description and actionresearch methods to study the realistic basis, the facing problems, thepractice mode and enlightenment of integrated education for children withspecial needs in Britain and America. And it is also to analyze the modeand the problems of Chinese integrated education for children with specialneeds. With the practical work, the author discusses the improving ideasand guarantees mechanism of integrated education in China.The experience of integrated education for children with special needsin Britain and America has shown us that the education laws and policiesrelated with integrated education philosophy must be formulated in orderto protect the right to education for children with special needs. And italso tells us that reforming curriculums, protecting the diversity and flexibility of teaching, properly handling the relationship betweenspecial education and integrated education must be done well.At present, children with special needs learning in regular classroomis a practice mode of integrated education in China. But due to the people’slower degree of recognition of integrated education, less support,inadequate educational expenditure and the weak teacher strength, all ofthese are obstructing the implement of integrated education in China. Sothe author submitted the improvement and guarantee mechanism of integrationon the basis of a study children with special needs as follows:First, the improvement ideas of integrated education for children withspecial needs in China is changing education concept, changing the originaltype of educational organization and reallocation of educationalresources.Second, the guarantee mechanism of integrated education for childrenwith special needs in China is to increase the government’s policy supportand investment, to strengthen the educational legislation, to establishthe schools for integrated education, to improve the qualities and teachingabilities of integrated education teachers, to build up the awards andevaluation system of integrated education.