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内容大纲
近年来，由于特需生在校表现不尽如人意，使得随班就读（LRC）模式受到了质疑。本书采用个案研究方法，选取三所小学作为样本，通过教师访谈、学校走访和文件审查等方式收集数据，并集合“融合教育指标”框架，从文化、政策和实践三个维度呈现随班就读在学校及区县的推行现状。研究结果表明，培训的缺乏、父母支持的缺失、工作量评定标准不明，以及有限的课程调整，都是影响随班就读实践的障碍。 -
作者介绍
金晓菁，宁波诺丁汉大学教育博士，现就职于宁波城市职业技术学院国际学院。从事特殊教育研究15年，曾就职于宁波市特殊教育指导中心。主要研究方向为融合教育、英语教育。曾在British Journal of Special Education等期刊发表论文多篇。 -
目录
Chapter 1 Introduction
1.1 Statement of the Problem
1.2 Significance of the Study
1.3 Definitions of Key Terms
Chapter 2 Literature Review
2.1 Overview of Inclusive Education
2.1.1 The Origins of Inclusive Education
2.1.2 Issues of Inclusive Education
2.2 The History of Special Education in China
2.2.1 Special Education in Ancient China
2.2.2 Special Education from the Late 19th Century to 1949
2.2.3 Between 1949 and 1978
2.2.4 Since 1979
2.3 The Policy and Practice of LRC
2.3.1 The Historical and Cultural Context of Special Education in China
2.3.2 The Policies and Practice of Special Education
2.3.3 The Origins of LRC
2.3.4 The Expansion of LRC
2.3.5 The Most Recent Policies
2.3.6 The Connection Between LRC and Inclusive Education
2.4 Key Elements Behind the Success of LRC
2.4.1 Teachers' Perceptions
2.4.2 Preparation and Personal Development
2.5 Evaluation of the Practice of the LRC
2.6 Conceptual Framework
Chapter 3 Methodology
3.1 Research Design
3.2 Data Collection
3.2.1 The Stance of the Researcher
3.2.2 Interviews
3.2.3 Observations
3.2.4 Document Analysis
3.3 Sampling
3.3.1 Site
3.3.2 Educational Structures of Jiangzhou
3.3.3 School Selection
3.3.4 Information About Three Schools
3.3.5 Participants
3.4 Data Analysis
3.5 Validity and Reliability
3.5.1 Description Validity
3.5.2 Triangulation
3.5.3 Member Check
3.6 Ethical Issues
Chapter 4 Findings
4.1 The Practice of LRC in Three Schools
4.1.1 The Practice of LRC in Haihong Primary School
4.1.2 The Practice of LRC in Dongfang Primary School
4.1.3 The Practice of LRC in Zipu Primary School
4.1.4 Comparing the Practice of LRC in the Three Schools
4.2 How is LRC Perceived by Teachers
4.2.1 How Teachers Perceive Their Roles
4.2.2 Teachers' Attitudes and Perceptions of Students with SEN
4.2.3 How Teachers Perceive the Parents
4.2.4 Professional Development Related to SEN
4.2.5 Teachers' Perceptions of LRC
4.3 How Inspectors Perceive the Implementation of LRC
4.3.1 Quality of Provision
4.3.2 Quality of Teaching
4.3.3 Policy Rhetoric
Chapter 5 Discussion
5.1 Discussion of the Findings
5.1.1 Inclusive Culture
5.1.2 Inclusive Policies
5.1.3 Inclusive Practices
5.2 Implications for Practice
5.2.1 Optimise the Training System for Mainstream School Teachers
5.2.2 Set the Criteria for Workload Identification and Performance Evaluation
5.2.3 The Further Spread of the Idea of Inclusive Education and the Policy of LRC
Chapter 6 Conclusion
6.1 Introduction
6.2 The Originality of the Study
6.3 Limitations of the Study
6.4 Implications for Further Study
Appendix A 随班就读学校校长和行政人员的访谈框架
Appendix B 班主任访谈框架
Appendix C 资源教师访谈框架
Appendix D 检查者的访谈框架
Appendix E The Main Information About the Participants
Appendix F Field Notes
Bibliography
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