Origin: paper web time: 20 16-08- 13.

China Library's Classification Number: G6 12 Document Identification Number: Document Number B:1672-1578 (2015) 04-0300-01.

Inclusive education is a new educational concept that accepts all students, opposes discrimination and exclusion, promotes students' active participation, pays attention to collective cooperation and meets students' different needs. This brand-new educational concept rose in the 1990s, and 1994' s "World Conference on Special Needs Education" kicked off inclusive education. At present, inclusive education has become a new field of international education research.

1. Current situation of special education in China

Special education is an important part of China's education and social development, and an important guarantee system for human rights. The development of special education is an important symbol of social civilization and progress. Although the emergence of special education schools in China is later than that in Europe, the understanding of the disabled has a simple materialistic color and a humanitarian tendency, and its development and changes have their own unique forms and special cultural connotations. Since the reform and opening up, special education in China has made great progress. At present, the legal system of special education with China characteristics has taken shape. At the same time, the object of special education has also expanded from the original deaf-blind education to all kinds of disabled children, children with learning disabilities and extraordinary children. However, influenced by the mainstream culture and economic level, there are many shortcomings in the school construction and management of special education schools in China. If the conditions for running a school are poor and the level of running a school is low; Insufficient quantity and unreasonable layout; The investment is seriously insufficient; There is a serious shortage of funds for running schools, and a stable investment mechanism has not been established in many places; The management of special education schools in many places lags behind. At the same time, influenced by traditional education, the current special education teaching ignores the interaction mechanism between schools and the environment, the relationship between students and social groups, teachers' teaching ideas and talent concepts are outdated, students' acceptance is considered, and actual needs are less considered; Consider how teachers teach more and how students learn less; Considering students' congenital deficiency, there are few potential reasons for rehabilitation; Pay more attention to knowledge transfer and less attention to ability training. This situation shows that the current educational model of special education schools is difficult to meet the needs of current social development. The mission of special education is to face the future, adapt to social development and cultivate qualified citizens who can compete with normal people on an equal footing. This means that quality education in the field of special education should be deeper, more solid and more scientific, because special teaching objects are more special. However, the physical and mental development of special children not only leads to their psychological, cognitive and thinking defects, but also their ability of judgment, generalization, understanding, self-control and evaluation is slightly lower than that of normal children. At the same time, due to the lack of language communication with people, special children communicate less, receive less information, and understand things less, which leads to problems such as extreme understanding, one-sided understanding, inferiority complex, heavy suspicion, inability to grasp the essential attributes of things, keen but not profound observation ability, unsustainable attention, slow development of abstract logical thinking, and poor practical operation ability. In addition, the age difference between students in blind schools and deaf schools is also great. Most of them were eight or nine years old when they first entered school, while the ninth grade students were around 19 years old. These special student groups are even more different in all aspects. Therefore, how to carry out quality education for special students, overcome the disadvantages of the current education model, and make special students have the quality of normal people who can live, work, study and communicate independently is increasingly showing its necessity and urgency.

2. Early intervention

2. 1 The necessity of early intervention. The problem of mentally retarded children is very common all over the world, and the incidence rate is also very high in China. Mental retardation is mainly manifested as mental retardation. Children lag behind normal children in language, motor development, learning ability and social adaptability, and their IQ lags behind normal children by more than two standard deviations. Early intervention, that is, special education, can help mentally retarded children develop, improve their IQ and acquire the ability to live.

2.2 The specific content of early intervention.

2.2. 1 the connotation of early intervention. Early intervention refers to organized and purposeful education and training activities that enrich the environment (provide stimulation). It is suitable for children whose development slightly deviates (or lags behind) or may deviate (or lag behind) from the policy intelligence level before the age of five or six (mainly before the age of three). Through the implementation of this education, these children can improve their intelligence and better receive the education of special education or policy children; When these children grow up, they can gain some living ability.

2.2.2 Specific contents of early intervention. Early intervention includes infant rehabilitation training field, individual training plan, rehabilitation training process and rehabilitation effect evaluation.

2.2.3 Theoretical basis of early intervention. Early education theory and its biological theory determine the theoretical basis of early intervention. Children with mental retardation are hesitant about some physical defects, which leads to the disconnection between their production culture development and their biological development, and the development of their advanced psychological functions will be limited by the core characteristics of their physical defects. The early education of mentally retarded children is based on the early education theory and its biological theory.

2.3 Inclusive education.

2.3. 1 the connotation of inclusive education. Although the word "inclusive education" has been widely used in the world, people often have different understandings of what inclusive education is. So far, it is difficult to give a clear definition of inclusive education. Even the Samantha Declaration, which first put forward inclusive education, only put forward the basic principle of inclusive education, that is, "every child has equal right to education; Every child has his own characteristics, abilities, interests and learning requirements; Schools must pay attention to the different characteristics and needs of students; Schools should accept all students. " There is no clear definition of inclusive education. The Center for the Reconstruction of Inclusive Education in the United States believes that inclusive education is "an education that provides students with equal and effective educational opportunities and provides full help and support to all students in nearby schools, so as to train students to become full members of society and face future life." The British Center for Inclusive Education defines inclusive education as: "With appropriate help, disabled and non-disabled children and adolescents study together in ordinary schools at all levels." In addition, Professor Tony Booth, a British education expert, has a great influence on the interpretation of inclusive education and is representative to some extent. He believes that inclusive education is a process of strengthening students' participation, and advocates promoting students' participation in the culture, curriculum and community activities of nearby schools and reducing the possibility of students being excluded. According to the above different definitions of inclusive education, we can generally understand inclusive education as "a new educational concept that accepts all students, opposes discrimination and exclusion, promotes students' active participation, pays attention to collective cooperation and meets students' different needs". The main reasons for this understanding are as follows: First, the original meaning of inclusive education is that schools should accept all people, which is the antonym of "exclusion" against them, so the first meaning is to express "accept all people and not exclude anyone". Second, inclusive education should promote all students to actively participate in school study and life, mainly through collective cooperation and mutual assistance. Third, people are different, and education must adapt to children's needs, rather than different children adapting to a fixed learning process. Therefore, meeting the different needs of students can be regarded as the main purpose of inclusive education. 2.3.2 The practical significance of inclusive education in building a harmonious society. Inclusive education pays attention to people's all-round development, which is the basis of building a harmonious society. Harmonious society is not only the harmony of material ecology and institutional structure, but also the harmony between people. Only when everyone constantly develops and perfects himself can society develop harmoniously. Inclusive education is mainly to cultivate people's all-round and harmonious development. Its core idea is "strengthening students' participation and reducing students' exclusion", and its goal is to form an inclusive and harmonious society and realize the democratization of education. This is consistent with the educational pursuit of a harmonious society. The basic characteristics of a harmonious socialist society are democracy and legal system, fairness and justice, honesty and friendship, vitality, stability and order, and harmony between man and nature. These characteristics contain the requirements for people's all-round and harmonious development and embody the unity of knowledge, morality, ability, emotion and psychology. The all-round and harmonious development of human beings is the inherent need of building a harmonious socialist society. Inclusive education, especially for special groups, makes them feel the value of being a human being and enjoy the same rights and fun as healthy people, which is also an important foundation for building a harmonious society. Today, everyone enjoys the equal right to education, which has been recognized by the world as one of the important contents of human rights protection. Everyone will admit that although an individual is disabled, he is still a person and has the right to survive and develop. Whether he can receive education equally is the prerequisite for his quality survival and development. Inclusive education has realized that it is the most scientific and humane attitude and measures to actively create opportunities for disabled people to receive education and development, so that their potential can be brought into full play and their own value can be fully reflected. "Among the disabled, people have psychological tendencies of inferiority, loneliness, stubbornness and even violence to varying degrees." The theory and practice of inclusive education also prove that equal education for the disabled can effectively alleviate these psychology, optimize interpersonal relationships and promote the harmonious development of society.