我国特殊教育政策变迁的历史演进与路径依赖——基于历史制度主义分析范式

发布时间：2019-02-28 15:30

【摘要】：我国特殊教育政策演进过程可分为渐进性(1949—1978年)、激进性(1979—2009年)、断裂性(2010—2016年)三个制度变迁阶段。这三阶段的特殊教育政策发展深受各阶段的社会经济发展条件、国家治理方式、社会政策理念等深层结构因素影响,分别呈现边缘—停滞、复苏—发展、提升—转型的阶段特征。各阶段发展方式呈现极强的路径依赖特点,政府主导与行政推动是其总体性发展所依赖的核心动力,自改革开放以来在全球化、民主化与改革深化等因素驱动下,其快速发展也受益于国际组织、国内残疾人组织、学者以及公众的政策倡导与政策参与。进入2010年以来,中国特色现代特殊教育制度体系构建开始进入实质性的政策与实践议程,并在中国教育与社会福利等领域深化改革的背景下获得重要发展路径与动力。
[Abstract]:The evolution process of China's special education policy can be divided into three stages: gradual (1999-1978), radical (19792009) and breaking (2010-2016). These three stages of special education policy development are deeply influenced by the deep structural factors such as the conditions of social and economic development, the way of national governance, the concept of social policy, and so on, showing marginal-stagnation, recovery-development, respectively. The stage characteristics of ascension-transition. The mode of development in each stage is characterized by strong path dependence, and government-led and administrative promotion is the core driving force of its overall development, driven by globalization, democratization and deepening of reform since the beginning of reform and opening-up. Its rapid development also benefits from policy advocacy and policy participation by international organizations, domestic organizations of persons with disabilities, scholars and the public. Since 2010, the construction of the system of modern special education with Chinese characteristics has entered a substantive policy and practical agenda, and has gained an important development path and impetus under the background of deepening reform in the fields of education and social welfare in China.
【作者单位】： 南京特殊教育师范学院管理学院;东海大学社会工作学系;南京信息工程大学雷丁学院;
【基金】：教育部重大课题攻关项目“中国适度普惠社会福利理论与制度研究”(项目编号:10JZD0033) 全国教育科学规划重点课题“特殊职业教育残疾学生职业能力培养策略研究”(课题批准号:DJA140243)成果之一
【分类号】：G769.2
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本文编号：2431924