中国和英国特殊需要教育比较分析

‘特殊需要教育’意思是建立一个包容和平等的社会。中国和英国在为有特殊需要的
学生提供教育都获得了巨大进步。但是中国和英国的特殊需要教育做法，政策和挑战
方面不相同。中国更喜欢专门的教育模式，注重满足特殊需要学生的需要，而英国则
更向于包容性教育模式。文章将通过比较和对比中国和英国的特殊需求教育，重点探
讨中国如何可以借鉴英国的特殊需求教育模式以取得进步。

法律体系

在英国，特殊需要教育意思通过教学帮助学生实现国家教育目标。英国的法律确保教
育具有包容性。1944 年的学校改善和 1978 年 “残障孩子“ 一词 改为“特殊需要的
孩子”一词等重要变化，体现了英国包容教育的发展。后来，英国的法律重点关注对
有特殊需要的学生权利和支持 鼓励融合教育方法，例如，普通学校将特殊需要学生和
特殊教育中心纳入到普通学校体系中。英国重视包容性教育，希望将有特殊需要的学
生融入普通学校。

在中国，特殊需要教育意思每一个学生提供个性化和包容的学习，所以帮助特殊需要
的学生达到最大的学习潜力。在中国，特殊需要学生的学习目的和普通学生不同。反
而在英国，所有学生都有相同的学习目的。英国和中国对特殊需要教育的了解不同。
中国的教育方面忽视了确保有特殊需要的学生能过跟普通学生平等地实现抱负。要是
中国特殊需要教育律体系关注每一个人都追求相同的教育目标，就像英国一样，那么
它可能为残障人创作更多机会。

近年来，中国改善了特殊教育的法律。自 1978 年以来一直关注特殊学校的建立。随着

时间，中国已将有特殊需要的学生纳入普通学校。然而，与英国不同的是，中国普通
学校没有特殊教育中心。事实上，预期残障学生与普通学生在学习进度上是一致的。
1994 年发布会的《残疾人教育法》体现了中国对加强特殊教育的承诺。但是自 2008
年《残疾人权利公约》通过以来，政府并没有确保执行包容性教育。虽然中国正在有
效制定特殊教育的法律，但在法律实施方面与英国相比较为差。例如，根据《人权观
察称》中国的残障家长感觉担心，因为专门为特殊需要学生开设的学校并不多。这些
家长还表示普通学校在满意孩子的特殊需要方面做得不够。 英国看起来更注重在学校
忠实融入特殊需要教育，而中国对这个问题的紧急性似乎没有那么重要。

国家的支持系统

In China, children with mild disabilities often face challenges when placed in mainstream
schools. There's a negative stigma around disability, with instances like the 奇色花幼儿园 (a
special needs kindergarten) being challenged by parents who consider the kids useless to
society and detrimental to their surroundings.. According to Human Rights Watch, 40 percent
of people with disabilities in China are illiterate, and 15 million live on less than one dollar a
day in rural areas. Despite well-resourced special education schools, their scarcity leads to
parents being unaware or hesitant to enroll their kids, indicating developmental flaws in the
support system.
In contrast, the UK prioritizes making special needs education accessible to all schools. State
schools are encouraged to have special needs coordinators, individual education plans, and
teaching assistants, providing crucial support for special needs students. Compared to China,
the UK has a more established support system, emphasizing inclusion over isolation. To
enhance integration, China should consider funding more specialized schools or integrating
special needs students into regular schools with a support system similar to the UK.

Teacher training is crucial for the success of special needs education. However, in China,
there's a notable issue of teachers not being inclusive of all children's needs in the classroom.
While some teachers and principals in mainstream schools make commendable efforts to
accommodate students with disabilities, this support is often not institutionalized. Cai Mei
from 奇色花幼儿园 shared her experience of being without proper guidance and support
from the government on whether specialized or inclusive teaching is better. She had to learn
on her own after a violent incident involving one of her students, eventually realizing that
children do not enjoy being segregated.

On the other hand, teacher training in the UK for special needs is well-established. It ensures
that all teachers are equipped to create an environment where every student feels welcome
and supported. Every school in the UK must have a Special Needs Coordinator (SENCO)
responsible for overseeing support for students with special needs. The UK guarantees access
to education for all children, regardless of ability. Special needs training is deemed as
important as normal teacher training in the UK.

In contrast, teacher training in China is not well-established, and there's a need for more
initiatives to train teachers in mainstream schools to be inclusive of everyone. While the UK's
school system is not perfect, it mandates special needs training, fostering an inclusive
environment for special needs children.

最后，通过文章的讨论，根据