A Study Of Children Left Behind On The View Of Inclusive Education

Inclusive education, which advocates that education should strengthen the students' participation and reduce the exclusion of students, has become a main trend in current educational development around the world. Nowdays, the phenomenon of earning a living outside a hometown in China's rural areas is rising, which leaves the problem of the children left behind education gradually serious. Its social phenomenon also caused widespread concern, but for the in-depth study about children left behind , specially the vulnerable students among children left behind is very limited. In current China's Education reality, there are still phenomena of excluding or discriminating against the vulnerable students in education. This initiates us to contemplate the exclusion of the vulnerable groups among children left behind.In this study, what the researcher concerned is about the problems "vulnerable" among children left behind in compulsory education stage. And the researcher intend to reflect a concept of pursuit educational internal fair through "sociological imagination" interpretation. Researcher does not intend to repeat grand narrative, but to give a new interpretation about Children left behind on the macro and micro levels and fuse on theory perspective. Trough the analyse , the researcher would like to knowing the real life of vulnerable students among children left behind and mining the deep social background. The vulnerable students among children left in rural area is a special group whose study rights are lack,whose school life quality and mental endurance are poorer. This is an inclusive concept referring to individual students or groups with the one or more of the above-mentioned characteristics, not a specifical. Researcher investigated and analyzed the disadvantaged situations of a mainly primary school in A township with interviews, questionnaires, observation research methods. According to the investigating and analyzing the researcher classifies the vulnerable community among children left in rural area to four groups: physically vulnerable community of children left behind characteristics to female children. Mentally vulnerable one characteristics to introverted and inferiority children. Socially vulnerable one characteristics to poor interpersonal skills. Achievedly vulnerable one characteristics to poor school performance. This classification determined the theoretical premise of studies about children left behind. The researcher used Case analysis and questionnaire integration interpret the various types of disadvantaged situation. The factorts of sociaty , school and family are the reasons of molded vulnerable community of children left behind. Base on concept of inculsive education and the disadvantage situations of vulnerable groups among children left behind, take more care of the children left behind.Only "accepting" will promote the children left behind to adapt to the diversity cultural, will promote the integration of urban and rural culture, only equally "accepting ", will promote the harmonic development of society. The innovation of this study is give a new interpretation from the micro-level to the four vulnerable types of children left behind. This interpretation may cause us to reflect on the status of children left behind's education, to have new discoveries.