从社会协同学的视角看我国智障儿童教育发展的体制缺陷及其优化

发布时间：2018-01-08 20:15

本文关键词：从社会协同学的视角看我国智障儿童教育发展的体制缺陷及其优化　出处：《学前教育研究》2012年12期 　论文类型：期刊论文

【摘要】：智障儿童教育是儿童教育的重要组成部分。大力发展智障儿童教育,为智障儿童提供良好的接受教育机会,必须建立一种有利于动员各种社会资源、发挥各方面积极性的社会协同体制,以形成政府负责、社会协同、公众参与的智障儿童教育事业发展格局。政府应向社会组织让渡一定的参与兴办智障儿童特殊教育的权利,或向社会组织购买智障儿童特殊教育服务;社会组织也应切实提升社会责任感,广泛链接各种社会资源,积极动员相关社会公众参与,并认真搞好智障儿童特殊教育的教学与科研,不断提高智障儿童特殊教育水平。
[Abstract]:The education of children with intellectual disabilities is an important part of children's education. To develop the education of children with intellectual disabilities and to provide good educational opportunities for children with intellectual disabilities, it is necessary to establish a kind of social resources conducive to the mobilization of all kinds of social resources. The social coordination system of giving play to the enthusiasm of all sides in order to form the government responsibility and social coordination. The government should transfer to social organizations the right to participate in the establishment of special education for children with intellectual disabilities, or purchase special education services for children with intellectual disabilities from social organizations. Social organizations should also promote the sense of social responsibility, widely link to all kinds of social resources, actively mobilize the relevant social public participation, and conscientiously do a good job in the teaching and research of special education for children with intellectual disabilities. We will continue to improve the special education level of children with intellectual disabilities.
【作者单位】：广州大学公共管理学院;
【基金】：广州市人民政府决策咨询专家研究项目“加强和创新社会服务管理研究”(编号:2011-4) 广州市教育局社科研究项目“民生本位视域中的社会建设——以广州为例的战略研究”(编号:08B053)的阶段性研究成果
【分类号】：G764
【正文快照】： 智障儿童属于智障群体。智障人士是指智慧明显低于一般水平,其成长期间在适应性行为方面存在缺陷的人。根据世界精神科分类手册第4册(DSM-IV)的相关定义,智障人士是在18岁之前被评估出智力明显低于普通人,即智商在70或以下,并且在以下的生活范畴中有两项或以上相对于同文化同

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