摘要：全纳教育与排斥教育相对，它反对教育中的歧视现象，主张容纳所有的学生并满足每个学生的独特教育需要。教师准备是实施全纳教育的基本条件。本文在简要剖析美国全纳教育发展历程、基本追求和实施主体的基础上，对美国教师全纳教育素养的理性认识、现状、立法安排、职前培养和专业发展等方面加以分析。

通过对美国全纳教育的梳理，可以将其划分为“史前时代”、 全纳教育理念的提出、全纳教育理论和实践的形成、全纳教育事业的进一步发展和完善等四个阶段。就价值追求而言，美国全纳教育致力于儿童全纳人格的养成。就实施主体而言，美国全纳教育致力于“全纳学校”组织范式的建构。

全纳教育的发展与社会民主运动密切相关。在教师组织中，基于教师专业发展的考虑，全美教育协会非常支持教师开展全纳教育理论和实践的相关探索；基于维持普通学校教师的工作量、保障特殊学校教师的工作机会等方面的考虑，美国教师联盟对全纳教育的实施和推广持审慎态度。在理论界，根据美国学者的研究习惯，可以将教师的全纳教育素养界定为全纳教育理念、全纳教育能力和全纳教育策略三个层面。事实上，美国社会各界普遍认为，美国在推行全纳教育的过程中面临着全纳教师数量和质量的双重挑战。美国特殊教育卓越成就委员会认为，美国有特殊需要儿童在教育上处于不利地位的原因在于，特殊教育教师培训、招募和保留上的失败。只有致力于改善具有特殊教育资质的教师数量和质量，才能从根本上提高美国全纳教育的质量。

虽然美国目前并没有专门的全纳教育法案，但是联邦政府和议会始终将促进全纳教育的普及和发展，作为美国教育发展的一项基本原则和重要目标。其中，《所有残疾儿童教育法》、《残疾个体教育法》、《残疾个体教育促进法》等残疾人教育权益保障法案和《不让一个孩子掉队法案》对有特殊需要群体的教育和全纳教育的规定，为美国全纳教育的教师准备提供了必要的法制环境。

在美国，专门的全纳教师教育项目始于 20 世纪 80 年代中后期。通过对密歇根州立大学等五所美国大学初等教师教育项目的分析，发现以下共同特点：（1）全纳教师教育的“初等教育-特殊教育双资格”制度；（2）重视通识教育；（3）重视形塑学生多元文化和全纳社会认同感的引介性课程；（4）重视全纳教育的实践能力。于此同时，还发现以下几个方面的差异性：（1）对教师全纳教育素养培养的重视程度存在差异；（2）对教师全纳教育素养培养的侧重点存在差异；（3）初等教师教育的层次和授予的学位存在差异。

专业组织是专业发展的中枢系统。在都市特殊教育领导协作组织和教育发展中心等组织的倡导和资助下，美国教育界成立了一个旨在交流全纳教育经验、组织全纳教师培训的“全纳学校网”组织，为全世界的家庭和教育者提供了大量基于网络的全纳教育知识及相关培训。

美国在全纳教育教师准备方面的经验表明，制定和颁布全国性和地方性的全纳教育法案；形成和凝聚有中国特色的全纳教育发展理念；探索适合中国国情的全纳教师培养和认证机制；建立专门的全纳教育组织等，具有重要意义。

关键词：美国教师；全纳教育；全纳教师；全纳教育素养

总结：

本文分为三部分，第一部分是第一章导言，阐释了问题的提出、研究的必要性、概念界定、文献综述和研究方法与新意。

第二部分为一二章到第五章，首先，从全纳教育的发展历程、基本追求、实施主体对全纳教育进行了综述；其次，通过立场、理论和现实三个视角介绍了全纳教育的素养；再次，详细说明了美国全纳教育素养的相关立法，包括《残疾人教育法案》、《不让一个孩子掉队法案》；最后，通过美国教师全纳教育素养的职前培养、专业组织及相关活动阐释了全纳教育素养的培养。

第三部分为结语，阐述美国教师全纳教育素养的启示意义：制定和颁布全国性和地方性的全纳教育法案；形成和凝聚有中国特色的全纳教育发展理念；探索适合中国国情的全纳教师培养和认证机制；建立专门的全纳教育组织。

Abstract: Inclusive education is an idea corresponding to exclusive education. Opposing with the discrimination in education, it advocates containing all students and satisfying every special educative needs. Teacher preparation is the basic condition of the implementation of inclusive education. Based upon the analysis of inclusive education’s development process, basic pursuit, and implementers in the US, this dissertation investigates the rational knowledge, status, legislation, initial training and professional development of teacher’s inclusive education specialization in the US.

By the carding of inclusive education in the US, it can be divided into four stages, that is, “pre-historical era”, arising of the idea of inclusive education, formation of theories and practices of inclusive education, further growth and perfection of inclusive education enterprise. On the value pursuit, the inclusive education in the US is committed to children's inclusive personality. On the implementers, the inclusive education in the US is committed to the construction of “Inclusive School” paradigm.

The development of inclusive education is closely related with social democratic movement. Among teacher organizations, on consideration of teacher professional development, the NEA is likely to support teachers’ exploration in inclusive education both in theories and practices; on consideration of maintaining the workloads of teachers in ordinary schools and protecting the job opportunities of special school teachers, the AFT holds a cautious attitude on the implementation of inclusive education. In theoretical circles, according to American scholars’ research habit, inclusive education specialization can be defined as the idea of inclusive education, the capacity of inclusive education and the strategy of inclusive education three dimensions. In fact, American society recognizes widely that the United States is facing the lacks of inclusive teachers both in quantity and quality. The CESE believes that the reasons for the disadvantages of exceptional needs children’s education in the US are due to the failure of training, recruitment and retention of special education teachers. Only committed to improving the qualifications of special education teachers in quantity and quality, does the US improve fundamentally the quality of inclusive education.

Although there is no special inclusive education bill in the US, the federal government and parliaments always take the popularization and development of inclusive education as fundamental principal and important aims of the development of education in the US. Among them, the regulations associated with special needs group education and inclusive education in Education for All Handicapped Children Act, Individuals with Disabilities Education Act, Individuals With Disabilities Education Improvement Act and No Child Left Behind Act provide the basic legal environment for the teacher preparation of inclusive education in the US.

In the US, specialized inclusive teacher education project began in the late 1980s. By the analysis of Michigan State University and some other four universities’ primary teacher education projects, this research finds the following common characteristics: (1) the "primary education - special education double qualification" system in inclusive teacher education; (2) the emphasis on general education; (3) the emphasis on shaping the sense of multi-cultural and inclusive society; (4) the emphasis on inclusive education practical capabilities. Meanwhile, this research also finds the differences in the following aspects: (1) the differences in the importance of inclusive education specialization; (2) the differences in special focus in the inclusive education specialization; (3) the differences in the degrees and levels given to primary teacher education.

Professional organization is neural network of professional development. Under the sponsorship of USELC and EDC, the US education society established a special organization in order to communicate inclusive education experience and organize inclusive teacher training. That is Inclusive Schools Network. It has provided lots of net based inclusive education knowledge and relative training to families and educators all over the world.

The experiences of inclusive teacher preparation in the US shows the importance in the development and promulgation of national and local inclusive education bill; the formation of inclusive education development philosophy with Chinese characteristics; the exploration of inclusive teacher training and certification mechanism on consideration of China’s actual condition; and the establishment of special organizations.

 Keywords:  the US teacher; inclusive education; inclusive teacher; inclusive education specialization

（王媛媛 教育学原理专业 上海师范大学硕士学位论文 2010年3月）