The first stage was marked by the mainstreaming movement, which was first initiated in the United States from the late 1960s to the late 1980s, and then received positive response in Britain and other European countries. It can also be said that the movement of learning in regular classes has opened the prelude to integrated education.
In the countries that initiated this movement, some special educators and parents of special children severely criticized the "isolated" special education. They believe that children with disabilities should receive education in the least restrictive environment, which will help them return to the mainstream society and culture in the future. At that time, it was emphasized that the form of educational placement for disabled children was not isolated and at least limited.
Specific analysis:
The second stage was from 1980s to 1990s. The discussion on inclusive education further involves the screening, identification and evaluation of special children. It is believed that labeling children with various physical and mental disabilities and different disabled children through some simple evaluations will bring many negative effects to their lifelong development. It is also considered that the traditional pure medical classification of blindness, deafness and mental retardation is of great significance to education.
There is not much guiding significance, but more attention is paid to children's educational needs from the perspective of social psychology. At this time, the advocates of the idea of integrated education suggest using the title of "children with special educational needs" instead of disabled children.
The "pure medical viewpoint" and "non-discriminatory evaluation" in anti-labeling and anti-appraisal evaluation are the main issues discussed in the development of special education in the world during this period.
Expand knowledge:
The third stage is from the end of the 20th century to the present. During this period, many international and regional special education conferences were held one after another, which made the idea of integrated education more mature. For example, 1990 After the World Conference on Education for All held in Thailand, 1993 UNESCO held the "Children with Special Needs in the Asia-Pacific Region" in Harbin, China.
Seminar on Youth Education Policy, Planning and Organization ",especially after the World Special Education Conference held in Salamanca, Spain in 1994, most countries and regions have a deeper understanding and recognition of the concept of inclusive education.