The research and practice of inclusive education has become the upsurge of educational reform and development in the world. In the process of studying inclusive education, many countries have gradually constructed theories and formed schools. The formation of inclusive education theory is of great practical significance to the practice of inclusive education. Nowadays, some educational researchers in China are tracking the forefront of international inclusive education research, exploring the dynamic trend of inclusive education research, and introducing the latest inclusive education theory, trying to arouse people's serious thinking on inclusive education, so as to promote the better development of inclusive education practice in China.
2. Learn from foreign practical experience
The practice of inclusive education has been abroad for some time. In its practice, there are many practices that are worth learning and learning from. For example, in the process of developing inclusive education abroad, they not only shouted slogans, but actually implemented them in action. Educational researchers go deep into the front line of school education, work out the school development plan of inclusive education with school teachers, and write practical "guidance manuals" to guide schools how to carry out pure education. This foreign model reflects the disconnection between China's theory and practice. Our government has formulated a series of regulations on "studying in regular classes", carried out large-scale practice of "studying in regular classes", summed up many rich experiences of "studying in regular classes", and is gradually forming an educational pattern with a large number of special education classes attached to ordinary schools and regular classes as the main body and a certain number of special education schools as the backbone.
"Learning in regular classes" has been carried out in China for more than ten years. Although there are still many problems to be solved, it is undeniable that this new form of education has been widely accepted. At least, it is no longer news that disabled children enter ordinary schools.
Although the educational form of "learning in regular classes" is not the whole idea of inclusive education, it has laid a good foundation for the development of inclusive education. Its main significance lies in: first, it has changed people's traditional educational concept; Second, great changes have taken place in the education system. All these are conducive to the further development of inclusive education. Our country is carrying out quality education and curriculum teaching reform. The purpose of quality education is actually the same as that of inclusive education. Quality education should change the exam-oriented education with exam results as the only indicator in the past. This kind of exam-oriented education is an education that excludes, discriminates and screens people, and it is also contrary to inclusive education. In view of this deviation from the original meaning of education, quality education emphasizes the cultivation and improvement of people's quality. People's qualities are varied. Summarizing the value orientation of inclusive education (advocating democratic participation, advocating equal treatment and emphasizing collective cooperation) is the basic requirement of the future society for human quality. Therefore, the quality education we implement undoubtedly provides good conditions for inclusive education. Conversely, the development of inclusive education will also promote the further development of quality education.
In the process of implementing quality education and carrying out curriculum and teaching reform, one of the biggest changes is to change the master view and student view of learning; Students who study the course, not students who adapt to the course; Courses and teaching must meet the different needs of different students. This concept of curriculum and teaching reform is completely consistent with the curriculum and teaching concept of inclusive education.