Research On Promoting Special Children's Active Participation In School Activities In Inclusive Education

In the late 1980's,learning the international advanced experience of inclusive education,Chinese government began to promote the inclusive education model of “learning in regular classes” for special children.The situation of special children's attendance in regular class is not optimistic.Due to their physical and psychological obstacle,the school's environmental barriers and other factors,special children could not actively participate in classroom study and collective activities.Special children who learn in regular classes just sit in the class.They not really participate in school activities.Compared with inclusion,“sitting on regular classes”just breaks the space isolation.“sitting on regular classes” not only does not promote special children to actively participate in school activities,but also strengthens the exclusion of the environment for special children.In this article,inclusive education means that special children are able to enroll in ordinary schools as ordinary children and in the same class as ordinary children,and actively participate in school activities.The author tried to explore effective ways to promote the degree of specialchildren's active participation in school activities and further enhanced the quality of inclusive education for children by studying the relationship between promotion of adaptation of special children's ecosystems and the degree of special children's active participation in school activities.Based on the analysis of four cases,the author would discuss the influencing factors of special children's active participation in school activities and help special children change inadaptable ecosystem in ecosystem theory perspective.At last,the author evaluated the variety of special children's active participation in school activities through self-assessment questionnaire,the observation table of students' interaction,the observation table of teachers and special children's interaction and the content of unstructured interview.And the author futher analysized the relationship between promotion of adaptation of special children's ecosystems and the degree of special children's active participation in school activities.In this study,the author formed the following conclusions.Firstly,Promoting the adaptation of special children's ecosystems helped enhance the active participation of special children in school activities.Secondly,whether teachers and students could accept special children and whether teachers acquired special educational skills directly affected the active participation of special children in school activities.Thirdly,the author summarized the intervention methods to promote the active participation of special children in school activities: at the micro level,the social workers enhanced the self-confidence of special children and helped special children learn the appropriate way to participate in school activities;At the meso level,the social workers could advocate an accessible school environment,enhance the special educational skills of parents and teachers,strengthen cooperation between teachers and students and strengthen cooperation betweenparents,ordinary teachers and special education teachers.At the macro level,the social workers could advocate policy changes and advocate for special education teachers to the Education Bureau.