In the Salamanca Declaration, we can see that the concept of inclusive education reaffirms people's basic right to education. The concept of inclusive education advocates that ordinary schools should provide learning opportunities for students with special educational needs and accommodate all students.

In the long-term educational practice, we have been educating disabled students separately from normal students. This state of education has become a routine and people have become accustomed to it. Inclusive education analyzes this situation from the perspective of sociology, criticizes the current situation of separation between ordinary schools and special schools from the perspective of human rights, puts forward the basic right of people to receive education, and advocates that all students should have the opportunity to enter ordinary schools for education, and ordinary schools should accept all students regardless of their particularities.

Faced with such challenges, special schools have implemented fundamental changes, and students with special needs have turned to ordinary schools as much as possible. The main problem is that our society and our ordinary schools are not prepared for this. Although ordinary schools are gradually developing integrated education, they have not yet formed an inclusive atmosphere. A typical example is that it is still a big news that blind people go to college.

According to the concept of inclusive education, our school and our society should create an inclusive atmosphere in which everyone's right to education is fully guaranteed. Everyone is welcome in the school and society, and everyone belongs to the collective. Ordinary schools, in particular, should firmly establish the idea of accepting all students and gradually create conditions to meet the different needs of students.

2. Equality of inclusive education.

Inclusive education emphasizes inclusion mainly for exclusion. Judging from the inclusion and exclusion of these two words in English, it is obvious that these two words correspond. Accommodation is tolerance, and its antonym is exclusion.

Inclusive education advocates that everyone has an equal right to education, that is, not only should they have equal opportunities to enter school, but they should also treat every student equally to meet their different needs. The concept of equality emphasized by inclusive education is not the pursuit of absolute equality, but emphasizes that our education should pay attention to the development of every student, not just some students, nor discriminate or exclude others.

Inclusive education clearly opposes discrimination and exclusion, precisely because there are still inequalities such as discrimination and exclusion in our educational practice. Under the premise that our education still takes test scores as the only criterion to evaluate students, it is not surprising that schools discriminate and exclude students.

An important idea put forward by inclusive education is to treat every student equally, which involves our views and evaluation of students. The Declaration of Salamanca pointed out that every child is different and has his own unique characteristics, interests, abilities and learning needs. These differences should not be a reason to discriminate against and exclude students with learning or behavior problems. On the contrary, we should pay more attention to them and provide them with suitable learning conditions.

In the process of advocating paying more attention to these students, it is also pointed out that it is unfair to those who study well if they pay too much attention to these students. In fact, inclusive education advocates paying attention to every student, not just some people. In the current educational reality, it is true that some people are excluded (including explicit and implicit), but our educational purpose is not the case. Therefore. It is completely reasonable for inclusive education to advocate paying more attention to the excluded, which is not contradictory to the concern for everyone advocated by inclusive education.

3. The democratic view of inclusive education

The international community has put forward the concept of "learning to survive", and some of our schools also take "learning to survive" as a slogan or guiding ideology to cultivate students' social survival skills and make them better adapt to the real society. Although the idea of "learning to survive" has its reasonable side, from another perspective, there are also some problems.

Inclusive education advocates "active participation". The two different formulations of "learning to survive" and "active participation" reflect two different philosophical views.

The basic point of "learning to survive" is how individuals adapt to the mainstream society, and the foothold is adaptation. Is that individuals passively integrate into this society and adapt to this society.

The "active participation" put forward by inclusive education means that individuals, as members of society, participate in their own affairs as masters of society, with the aim of transforming this society.

According to the viewpoint of inclusive education, teachers and students are the main bodies of teaching and school life, and they should actively participate in the teaching process and school life. Inclusive education opposes the exclusion of any student from the teaching process and school life, and advocates that schools should strive to promote the active participation of all students.

"Active participation" embodies the democratic view of inclusive education. In school education, inclusive education pays attention to everyone's active participation, and everyone is the master of school life. This democratic experience in school is of great significance for students to step into society and transform society in the future. They will no longer deliberately change themselves to adapt to society in order to survive, but actively participate in the process of social reconstruction as a member of society and a member of the people, and participate in the decision-making and practice of social development as protagonists. The future society is a democratic society in which everyone participates.

4. Values of inclusive education

One of the values dominated by inclusive education is to advocate the concept of collective cooperation. The purpose of inclusive education is to make people move towards an inclusive society, in which everyone participates and cooperates. Everyone is a member of the collective. Welcome.

Usually in the classroom of our school, if a student has difficulties in learning, it is often considered as a student's personal business, but he is different from others and has personal problems. The solution is just to focus on his personal problems.

Inclusive education believes that students' difficulties or problems in school class learning or activities are not only his personal problems, but also the class collective problems. Because our class is a study group, and the students in question belong to our study group and are our partners in the study group. For example, there is a student in the class who has a problem with language communication. If people think that he has difficulties in language communication and don't communicate with him, not only will he get into a bigger predicament, but everyone will lose the benefits of mutual communication. If everyone can cooperate and try their best to overcome the difficulties in communication and understanding, then everyone will experience a difficult and educational experience. Through this meaningful personal experience, students also learned to put themselves in other's shoes and use collective strength to change personal problems.

Therefore, unlike our usual ideas, the foothold of inclusive education is collectivity, and the solution is cooperation. One of the value goals of inclusive education to cultivate future people is to pay attention to collectivity and cooperation, because the work of future society pays more attention to collectivity and cooperation. One of the necessary conditions for outstanding talents in the future is cooperation, which means cooperation with people with different interests, abilities, skills, personalities and cultural backgrounds, and a sense of responsibility for their own work and that of others.

Inclusive education advocates that ordinary schools accept all students, but because of the different needs of students, they need strong collective cooperation and rely on collective strength to solve problems. Inclusive education advocates that in the process of school education, teachers and students, teachers and students, teachers and parents, parents and students should establish cooperative relations, and teachers and communities should jointly create an inclusive atmosphere.

5. The curriculum teaching concept of inclusive education advocates the educational ideas and values of human rights, democracy and equality. Similarly, inclusive education has also put forward its curriculum teaching concept.

One of the main viewpoints of inclusive education is that ordinary schools should accept all students and oppose the exclusion of anyone. However, this view has brought great challenges to our ordinary schools. Challenge the educational concept; The education system faces challenges; Educational practice is also facing challenges. Among them, the most important issue is the concept of education. Imagine that we have reformed the education system with the idea of inclusive education (at present, we have gradually changed from binary system to unitary system) and reformed the school curriculum and teaching with the idea of inclusive education. However, if our educational concept has not changed, the practice of inclusive education will exist in name only.

The curriculum teaching view of inclusive education holds that our educational principle should be to provide all students with the same education and accept ordinary courses, not different courses; If students have special needs, they should provide extra help and support. Inclusive education opposes setting special courses for students, thinking that they can learn ordinary courses well. Most importantly, when students encounter difficulties and problems, our education should give timely help and support; Appreciate and encourage students when they make achievements and progress.

The curriculum teaching view of inclusive education holds that every student has his own unique characteristics, interests, abilities and learning needs. Courses should be adapted to the needs of students, not to the needs of courses. Therefore, our teaching must be diversified according to the different characteristics of students to meet their different needs.