【摘 要】
：
随班就读作为我国特殊儿童的主体安置方式,是贯彻落实融合教育理念和促进残障学生融入普通学生集体,回归主流社会,实现与普通学生共同成长与发展的重要途径.苏北地区随班就读推行起步较晚,囿于观念、经济、政策、师资等要素发展,为随班就读学生提供资源或策略,帮助其融入学校整体环境做得还远远不够,部分随班就读学生的学校融合较为困难.文章从学校、教师、家长三方面进行系统论述,探析随班就读学生学校融合的三大路径.
【机 构】
：
泗洪县特殊教育学校 江苏泗洪 223900
论文部分内容阅读
随班就读作为我国特殊儿童的主体安置方式,是贯彻落实融合教育理念和促进残障学生融入普通学生集体,回归主流社会,实现与普通学生共同成长与发展的重要途径.苏北地区随班就读推行起步较晚,囿于观念、经济、政策、师资等要素发展,为随班就读学生提供资源或策略,帮助其融入学校整体环境做得还远远不够,部分随班就读学生的学校融合较为困难.文章从学校、教师、家长三方面进行系统论述,探析随班就读学生学校融合的三大路径.
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