Research On The Practice Of Inclusive Education In American Primary School

In 1994,at the World Special Education Conference held in Salamanca,Spain,the idea of "inclusive education" was put forward,which required that education should be oriented to all children.Every ordinary school must accept all children in its own community and provide them with the educational services they need.Inclusive education,as an advanced educational concept of anti-discrimination,accepting all children,encouraging collective participation,paying attention to group cooperation,meeting diversified needs and promoting educational equity,has been recognized by countries all over the world since its birth.In this study,literature research and case study are used to explore how inclusive education is practiced in American primary schools from the aspects of system and practice,analyze the effectiveness and existing difficulties of practicing inclusive education in primary schools,and summarize the characteristics and successful experiences of practicing inclusive education.The main contents of this paper are as follows:The first part discusses the background of inclusive education in the United States and the evolution of inclusive education in the United States.The research on the background of inclusive education in America mainly starts from international and domestic aspects.From the international background,the promulgation of Salamanca Declaration and the promotion and attention of international organizations to inclusive education play an extremely important role in the practice and development of inclusive education in the United States.From the national conditions of the United States,the emergence and development of inclusive education in the United States directly comes from the spirit of the civil rights movement.Apartheid,inequality of women’s rights and interests,exclusion of disabled people and the social and cultural background of carrying forward the value of "all men are created equal" in the United States,together with the emergence of educational thoughts and the educational background of pursuing educational fairness,all promote the practice and development of inclusive education in the United States.Inclusive education in America originated from special education,which began in 1970 s,and went through many educational reform movements.These educational movements are the mainstream education movement,the initiative movement of general education,the first inclusive education movement and the second inclusive education movement.This series of educational reform movements promoted the development of inclusive education in the United States.The second part analyzes the concrete process of inclusive education in the primary school stage in USA,taking the Maple Classroom of Castle Bridge Primary School in Upper Manhattan,new york as an example.The analysis shows that at the school level,the practice of inclusive education is mainly concentrated in classrooms,and the smooth development of inclusive education can not be separated from the efforts and contributions of teachers,schools,students,parents and other staff.The third part discusses the system design and guarantee made by the US Department of Education and the New York State Education Bureau for the practice of inclusive education in primary school.These measures include macro-policy orientation,funding guarantee system,teacher training system,creation of educational environment,attention to physical and mental health and provision of teaching materials,which ensure the steady progress of inclusive education practice in primary school.The fourth part analyzes and summarizes the achievements and difficulties in the practice of inclusive education in New York State primary school.The achievements of inclusive education in primary school are mainly manifested in two aspects: on the one hand,it promotes the progress of students,on the other hand,it promotes the development of teachers.Of course,the practice of inclusive education in primary school is not beneficial without harm.There are many dilemmas in the process of practicing inclusive education,including value dilemma,power dilemma,investment dilemma and interaction dilemma.The fifth part analyzes and summarizes the characteristics and experiences of practicing inclusive education in primary school.On the basis of existing research,by comparing with general education,this paper summarizes the characteristics of inclusive education in American primary school,including strong policy support;Flexible curriculum organization;Advocate diversified values;Extensive application of collaborative teaching mode;Improvement of teacher-student ratio.Finally,by exploring the practice of inclusive education in the United States,this paper summarizes its successful experiences in strong government support,integrating management system,organizing teacher training,providing flexible curriculum,strengthening quality supervision and rational and effective allocation of funds,etc.,so as to provide reference for the practice of inclusive education in China.