Research On The Inclusive Education Of Children With Disabilities In The U.S.

Inclusive education is the trend of global education development,and the integration of special education into general education is also a major trend in education development.As the civil rights movement and the concept of equality in life have become popular,giving equal rights to education to people with disabilities has also become a topic of concern in the special education community.The right to equal education for children with disabilities and students with disabilities has been increasingly valued.It is urgent for children with disabilities to enter ordinary classes to receive an equal education.The U.S.inclusive education has developed significantly in the 1950 s.It is one of the countries where inclusive education started earlier.At present,it has formed a relatively comprehensive inclusive education system and practice model.The practice of inclusive education for children with disabilities in China started later than the western developed countries,such as the U.S..Since the 1980 s,Learning in regular classroom(LRC)model has been put on the agenda as a practice of inclusive education for children with disabilities.Ordinary classrooms,to receive education with ordinary students.However,the development of the LRC in our country is not mature enough,a relatively systematic and perfect policy system has not yet been formed,and laws and regulations impeding the development of children are relatively incomplete.So,Learning from foreign successful experiences is of great significance to the development of special education in China.This article explores the successes and lessons of American inclusive education practice model in education and teaching,placement methods,teacher training,management system,etc.,and combines the teaching and practice of China's LRC model in order to reach the essence of foreign practice.Finally,we will explore and innovate a new model of inclusive education in China in the new period.This research mainly uses the literature method,the comparative method and the case method to study the development process,specific content,implementation methods and effects of education for children with disabilities in the U.S.,and provided inspiration for the current implementation of special education in China.The full text includes five chapters.First,this research explains the reason for choosing the topic,the significance of the topic and the main innovations,analyzes the current research status at home and abroad,defines the main concepts,and clarifies the research purpose,content and research method.The second chapter summarizes the development stages of special education and the characteristics of each stage through a review of the development of integrated education for children with disabilities in the United States.Starting from the normalization of special education,it has provided theoretical support for research after returning to the mainstream education movement,the general education initiative movement and the integrated education movement.The third chapter introduces the classification of children with disabilities through scientific identification methods under the policy of integrated education for children with disabilities in the United States.Based on this,different placement measures,different courses are designed according to different categories,and the specific implementation process is implemented.Adjust teaching methods and conduct effective evaluation.The fourth chapter introduces the safeguard measures in the implementation of education for children with disabilities in the United States,from the external factors mainly based on national policies,financial subsidies,home-school relations,and technical support,and the school environment,teaching mechanism,teacher training,and service system.The main external factors explain the safeguard measures.On the basis of the first four chapters,the fifth chapter extracts the characteristics and shortcomings of the integration education for children with disabilities in the United States.Based on the development and current situation of the class-learning model in China,this article tentatively summarizes the characteristics and deficiencies of the current situation in China Implications of better education for children with disabilities in class.