Research On Instruction In Inclusive Classroom

Inclusive education is one of the international education thoughts from 1990s.The ideas of inclusive education have been accepted throughout the world and put into practice in different degrees. While inclusive education has been well developed in USA , UK and Spain etc, it is only accepted of its ideas in China. Except "learning in regular classroom", we have not put the ideas of inclusive education into practice, set up inclusive schools, and carried out instruction in inclusive classroom. So the thesis will focus on teaching atmosphere, teaching ideas and teaching strategies in the inclusive classroom based on social background and educational state of our country, and experiences of other countries implementing the inclusive education and inclusive classroom instruction. The author expects that the thesis can both provide theoretic guidance and practical experiences for implementing inclusive classroom instruction.The thesis consists of six parts. The foreword describes the research meaning, research state, research methods and research results etc.The first chapter defines the inclusive education and the inclusive classroom, analyzes the feasibility and necessity of inclusive classroom instruction, introduces the research states in USA , UK and Spain etc, and situation and problems of " learning in regular classroom" in China.The second chapter discusses how to construct teaching atmosphere of the inclusive classroom through making all-student-included classroom atmosphere, building inclusive learning community, and instructing all students non-discriminatively .The third chapter applies the constructivism teaching, co-operative teaching, and harmony teaching to the inclusive classroom, discussing how to develop ideas of the inclusive classroom.The forth chapter discusses the teaching strategies of the inclusive classroom, including co-operative teaching strategy , individualized teaching strategy , differentiated teaching strategy and teaching strategy fulfilling children's styles .The last chapter analyzes the value, problem and solution of implementing inclusive classroom instruction in China.