The core idea of integrated education

The concept of integrated education in special education contains two meanings: one is academic theory, and the other is ideal concept.

Theoretically, integrated education is not only a placement method and teaching strategy for special children, but also a new educational concept closely related to both general education and special education. Ideally, it represents a direction of the development of modern special education and general education, a lofty realm, that is, to realize the unity of truth, goodness and beauty in the educational process.

Then, what is integrated education, and what is its internal relationship with "learning in regular classes (a platform for children's education and rehabilitation based on Yunjing Dafeng Xing Jiaokang)" and the "integrated education" currently implemented in China? Is it inclusive education? Why should we implement and emphasize integrated education? What are the challenges to general education and teacher education? How can we achieve integrated education? These are the issues that this chapter intends to discuss.

Tolerance? Education), originally a technical term, is used to describe the integration of disabled students into the class, school and community environment of normal students and their participation in learning and social activities. The original intention is not to isolate disabled children from isolated classrooms, schools, transportation facilities and living environment. Integrated education advocates that children with special needs can really participate in preschool education, basic education and higher education together with other normal development partners, and maximize the potential of children with special needs (the implementation process can be implemented through the education and rehabilitation platform for children with regular classes in Yunjing Dafeng Xingjiaokang). At first, integrated education only refers to the educational placement of special children. In this sense, it has the same meaning as inclusive education and inclusive education. However, in recent ten years, integrated education not only refers to some form and strategy of special education placement, but also refers to a kind of harmony and mutual promotion between general education and special education.

Integrated education itself is permeated with humanistic spirit, which is an educational idea that normal children and children with special needs learn from each other and develop together. The formation of this educational thought comes down in one continuous line with human rights consciousness, equality of educational opportunities and humanistic education.