本文關(guān)鍵詞：印度特殊教育立法的演進(jìn)及對(duì)我國(guó)大陸特殊教育的啟示　出處：《陜西師范大學(xué)》2016年碩士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： 特殊教育 特殊教育立法 特殊兒童

【摘要】：特殊教育的發(fā)展水平是一個(gè)國(guó)家文明程度的重要標(biāo)志。各國(guó)特殊教育的發(fā)展都緣于有關(guān)特殊教育法律法則的出臺(tái)和實(shí)施。印度獨(dú)立后出臺(tái)了一系列有關(guān)特殊教育法律法規(guī),并發(fā)動(dòng)了促進(jìn)特殊教育發(fā)展的計(jì)劃,有力地推動(dòng)了印度現(xiàn)代特殊教育的快速發(fā)展。我國(guó)《教育法》第十一條第二款中提出：國(guó)家采取措施促進(jìn)教育公平,推動(dòng)教育均衡發(fā)展；“兩會(huì)”中也強(qiáng)調(diào)：國(guó)家要把辦好特殊教育作為工作的目標(biāo)之一；朱永新委員提出,我國(guó)在“十三五”期間要大力發(fā)展特殊教育事業(yè)。表明我國(guó)十分重視發(fā)展特殊教育。但目前我國(guó)仍有近10萬(wàn)適齡未入學(xué)特殊兒童,他們被排斥在社會(huì)之外。因此,我國(guó)有必要借鑒印度特殊教育立法經(jīng)驗(yàn),完善我國(guó)特殊教育立法體系,確保所有特殊兒童合法權(quán)益得以實(shí)現(xiàn)。本研究主要包括以下七個(gè)部分。第一部分為本研究的前言部分,概括了完善特殊教育立法的重要性及印度自獨(dú)立后相繼頒布的有關(guān)特殊教育的政策法律法規(guī)引發(fā)對(duì)我國(guó)特殊教育法律法規(guī)的思考。第二部分主要包括兩個(gè)方面。第一個(gè)方面是分別對(duì)特殊教育和特殊教育立法的概念進(jìn)行了界定；第二個(gè)方面是對(duì)國(guó)內(nèi)外學(xué)者關(guān)于獨(dú)立后印度特殊教育及立法發(fā)展的研究情況進(jìn)行了綜述,其中發(fā)現(xiàn)我國(guó)目前對(duì)印度特殊教育及立法方面的研究主要傾向于印度1949年憲法和1986年國(guó)家教育政策、特殊兒童學(xué)前教育、特殊兒童社會(huì)保障法律制度、融合教育和全納教育這幾個(gè)方面。第三部分分別介紹了題目的來(lái)源、研究的意義、研究的方法及研究的思路。其中,問(wèn)題的來(lái)源是我國(guó)特殊教育發(fā)展的需要和國(guó)內(nèi)外文獻(xiàn)的啟示；研究的意義包括理論意義和實(shí)踐意義。研究的理論意義是可以為我國(guó)特殊教育立法提供理論指導(dǎo),為特殊教育工作者提供理論指導(dǎo),增強(qiáng)特殊兒童家長(zhǎng)的信心提供理論依據(jù)；研究的實(shí)踐意義是有利于減輕特殊兒童家長(zhǎng)的壓力,促進(jìn)特殊教育工作者自身素質(zhì)的提高,提高特殊教育工作者的工作效率,保障特殊兒童接受到公平的教育。研究的方法為文獻(xiàn)分析法和比較分析法。第四部分介紹了印度特殊教育立法的演進(jìn)及其發(fā)展特色。第五部分是由印度特殊教育立法的演進(jìn),對(duì)我國(guó)大陸特殊教育立法得出的一些啟示：特殊兒童學(xué)前教育將被以立法的形式納入義務(wù)教育范疇；我國(guó)有關(guān)特殊教育法律用語(yǔ)將被具體化,實(shí)現(xiàn)我國(guó)特殊教育有法可依；特殊教育教師培訓(xùn)工作將受到重視,培訓(xùn)質(zhì)量得以改善；我國(guó)特色的特殊教育發(fā)展理念將得以推行,形成家-校-社教育共同體。第六部分是對(duì)本研究的內(nèi)容進(jìn)行了總結(jié),認(rèn)為完善的特殊教育立法體系是保障所有特殊兒童教育公平的關(guān)鍵性因素。自身和外界的緣故,研究中還存在許多不足,并對(duì)以后的研究給出了意見(jiàn)。
[Abstract]:The level of development of special education is an important symbol of the civilization of a country. The development of special education in all countries is due to the introduction and implementation of special education laws. Laws and regulations. And launched the plan to promote the development of special education, has promoted the rapid development of modern special education in India. The second paragraph of Article 11th of the Education Law of China proposed that the state should take measures to promote the equity of education. To promote the balanced development of education; The "two sessions" also stressed: the state should do a good job in special education as one of the objectives of work; Member Zhu Yongxin proposed that China should vigorously develop the cause of special education during the 13th Five-Year Plan period, indicating that China attaches great importance to the development of special education. But at present, there are still nearly 100,000 special children of school age who are not enrolled in school in China. They are excluded from the society. Therefore, it is necessary for our country to learn from the experience of Indian special education legislation and perfect our special education legislation system. To ensure the realization of the legal rights and interests of all special children. This study mainly includes the following seven parts. The first part is the preface of this study. This paper summarizes the importance of perfecting special education legislation and the policies and regulations on special education promulgated by India since independence. The second part mainly includes two aspects. The first is to define the concept of special education and special education legislation respectively; The second aspect is a review of the research on the development of special education and legislation in India after independence. It is found that China's current research on special education and legislation in India mainly inclines to the constitution of 1949 and the national education policy of 1986, pre-school education for special children. The third part introduces the source of the topic, the significance of the research, the research methods and the research ideas. The source of the problem is the needs of the development of special education in China and the enlightenment of the literature at home and abroad. The significance of the study includes theoretical and practical significance. The theoretical significance of the study is to provide theoretical guidance for our special education legislation and theoretical guidance for special education workers. Strengthen the parents' confidence of special children to provide theoretical basis; The practical significance of the study is to reduce the pressure of parents of special children, to promote the improvement of the quality of special education workers, and to improve the work efficiency of special education workers. The methods of research are literature analysis and comparative analysis. Part 4th introduces the evolution and development characteristics of special education legislation in India. Part 5th is composed of special education in India. The evolution of legislation. Some enlightenments to the legislation of special education in mainland China: preschool education of special children will be brought into the category of compulsory education in the form of legislation; The legal terms of special education in our country will be concretized to realize that there are laws to be followed in China's special education; Attention will be paid to the training of special education teachers and the quality of the training will be improved; The concept of special education development with Chinese characteristics will be carried out, forming a home-school and social education community. Part 6th is a summary of the contents of this study. The author thinks that the perfect special education legislation system is the key factor to guarantee the education fairness of all special children. There are still many deficiencies in the study because of itself and the outside world, and some suggestions are given for the future research.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G769.2;D922.16

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 龐麗娟;沙莉;劉小蕊;;印度學(xué)前教育公平的法律與政策研究[J];教育發(fā)展研究;2008年Z3期

2 朱宗順;;教育公平應(yīng)從重視學(xué)前教育開(kāi)始[J];教育研究與實(shí)驗(yàn);2008年02期

相關(guān)碩士學(xué)位論文 前1條

1 王軒;印度公益訴訟制度評(píng)鑒[D];中國(guó)政法大學(xué);2007年

，

本文編號(hào)：1437641