Research On Indigenous Practice Of Inclusive Education For Mentally Handicapped Children Promoted By Social Work

Inclusive education challenged the traditional concept of giving isolated education and services to the handicapped and encouraged those who has special needs to be treated with equality and dignity in social life.In western countries,inclusive education is rooted in the social and cultural soil of “individual freedom,social equality,and multiple values”.With the support of diversified resources,it depends on sound system guarantees and strong government promotion to practice.However,in terms of the development of inclusive education in L City,neither social value foundation nor the institutional guarantee could be found.Under such social environment background,how to carry out localized inclusive education practice is worth discussing.This research takes D organization in L City as an example,studying the inclusive education practice activities promoted by social work from the perspective of ecosystem theory.Through the method of participatory observation and interview,this research has obtained first-hand information and summarized the localization practice of inclusive education for mentally handicapped children.From the time clue,institution D' s inclusive education practice follows the practical logic of “physical space integration-social environment integration-course integration”,from simple to difficult,and gradually realizes specialization.From the perspective of the main factors,integration of physical space takes place at space,convention,and system;social environment integration is promoted from psychology,sociality,and culture;and curriculum integration is practiced in terms of educational concepts,curriculum teaching,and educational resources.In the process of practice,Institution D adopted the following strategies:(1)tap parents as the main body of action,promote practice first,promote system change from the bottom up,and promote the integration of physical space;(2)Spread inclusive culture through social serviceactivities to create an inclusive cultural environment and promote the integration of social environments.(3)Rely on the strength of all possible parties to broaden the sources of funds,cultivate local teacher resources,and share resources with partners to provide funds,information,professional services and other support for curriculum integration,physical space integration and social environment integration.Although the localization practice of inclusive education in institution D has achieved certain results,but the existing policy only considers inclusive education as a future direction,there is no detailed rules and regulations to ensure the implementation of inclusive education.As a result,the practice of inclusive education could only rely on D social institution and elite parents.Social support is far from enough.On the other hand,under the influence of “elite culture”,parents,teachers and schools aim to cultivate elite students and the educational resources and teaching methods are inclined to elite students and ordinary students,which makes it almost impossible for children with mental disorder to receive an education with diversification and individualization and thus the quality and professionalism of inclusive education is affected.To achieve the goal of inclusive education,we should start with making effort from forming social support,improving institutional guarantees,and promoting school reform.Through the guidance of policy and the approach of resource linking and integration,social workers should strive for the support and guarantee of systems and resources to promote the universalization and professionalization of inclusive education for children with mental disorders.