International Journal of Elementary Education

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Towords Education 2030: Construction and Implementation of Lifelong Inclusive Education Curriculum System

Received: Jun. 05, 2020    Accepted: Jun. 29, 2020    Published: Jul. 06, 2020
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Abstract

Responding to the general objective of UNESCO Education 2030 Framework for Action, and promoting the development of its spirit" Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all", Shanghai Changning Special Education Guidance Center began to explore the lifelong inclusive education curriculum system. Based on the concepts of "Lifelong, Inclusive, Support, and Talent" and characterized by whole-process, whole people, inclusiveness, growth, and selectivity, the curriculum take the center project as the starting point, it integrates resources such as special education schools, teaching and research institutions, hospitals, and rehabilitation institutions. From direct services to indirect services, serving two dimensions to cut through, forming a four-dimensional "LIST" course for the SENs, parents, teachers, and schoolmasters. The lifelong inclusive education curriculum system is inspired by the postmodern curriculum theory, and break through the traditional special education curriculum paradigm. The lifelong inclusive education curriculum system has realized the enlargement of learning segment, the extension of handicap types, and the expansion of service objects. The construction and implementation of the curriculum system has changed the overall appearance of regional special education. The action of Shanghai Changning Special Education Guidance Center provided a sample of regional lifelong inclusive education curriculum system.

DOI 10.11648/j.ijeedu.20200902.12
Published in International Journal of Elementary Education ( Volume 9, Issue 2, June 2020 )
Page(s) 30-36
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Education 2030 Action Framework, Lifelong Inclusive Education Curriculum, Curriculum System Construction and Implementation

References
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[3] Lei, J. H., Fang, J. M. (2011). Special education. Beijing: Peking University Press.
[4] Li, L. (2015). An Investigation on the Construction of Special Teacher Education System in China (Doctoral dissertation). Retrieved from http://dwz.date/bgA4.
[5] Huang, J. H. (2015). The Pursuit of Fairness and Excellence: Research on the Development and Reformation of Special Education in the United States (Doctoral dissertation). Retrieved from http://dwz.date/bgAT.
[6] Ministry of Education of the People's Republic of China. (2016). Notice of the Ministry of Education on the implementation of the "Compulsory Education Curriculum Standards for Blind Schools (2016 Edition)", "Compulsory Education Curriculum Standards for Deaf Schools (2016 Edition)" and "Compulsory Education Curriculum Standards for Schools with Intellectual Disabilities (2016 Edition)". Retrieved from http://www.moe.gov.cn/srcsite/A06/s3331/201612/t20161213_291722.html.
[7] Zhong, J. F. (2016). The Ministry of Education promulgates the implementation of compulsory education curriculum standards for three types of special education schools: blindness, deafness and intellectual disabilities. Retrieved from http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/201612/t20161213_291720.html.
[8] Li, S. W. (2019). The Developmental Strategies of Special Education Curriculum in China: Retrospection and Prospect. Modern Special Education, 12, 3-11.
[9] Sheng, Y. J. (2013). The Development of International Special Education Curriculum Based on the Value of Inclusion. Studies in Foreign Education, 9, 90-97.
[10] Sheng, Y. J. (2012). The Transformation of Contemporary Special Education Curriculum Paradigms. Studies in Foreign Education, 1, 100-107.
[11] Sheng, Y. J. (2011). The Relationship between Adaptive Believes, Coping Style and Mental Health among Candidate teachers. Chinese Journal of Special Education, 12, 23-27, 83.
[12] Doll, W. E., Wang, Y. H. (2015). Post-modern perspective on curriculum Chinese. Beijing: Educational Science Publishing House.
[13] Yue, G. D. (2007). On the Richness of Curriculum: Study of Postmodern Curriculum Thought of William E. Doll, Jr.. Global Education, 35 (4), 27-32.
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  • APA Style

    Feng Xia, Yuyun Wen, Xichun Yan. (2020). Towords Education 2030: Construction and Implementation of Lifelong Inclusive Education Curriculum System. International Journal of Elementary Education, 9(2), 30-36. https://doi.org/10.11648/j.ijeedu.20200902.12

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    ACS Style

    Feng Xia; Yuyun Wen; Xichun Yan. Towords Education 2030: Construction and Implementation of Lifelong Inclusive Education Curriculum System. Int. J. Elem. Educ. 2020, 9(2), 30-36. doi: 10.11648/j.ijeedu.20200902.12

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    AMA Style

    Feng Xia, Yuyun Wen, Xichun Yan. Towords Education 2030: Construction and Implementation of Lifelong Inclusive Education Curriculum System. Int J Elem Educ. 2020;9(2):30-36. doi: 10.11648/j.ijeedu.20200902.12

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  • @article{10.11648/j.ijeedu.20200902.12,
      author = {Feng Xia and Yuyun Wen and Xichun Yan},
      title = {Towords Education 2030: Construction and Implementation of Lifelong Inclusive Education Curriculum System},
      journal = {International Journal of Elementary Education},
      volume = {9},
      number = {2},
      pages = {30-36},
      doi = {10.11648/j.ijeedu.20200902.12},
      url = {https://doi.org/10.11648/j.ijeedu.20200902.12},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijeedu.20200902.12},
      abstract = {Responding to the general objective of UNESCO Education 2030 Framework for Action, and promoting the development of its spirit" Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all", Shanghai Changning Special Education Guidance Center began to explore the lifelong inclusive education curriculum system. Based on the concepts of "Lifelong, Inclusive, Support, and Talent" and characterized by whole-process, whole people, inclusiveness, growth, and selectivity, the curriculum take the center project as the starting point, it integrates resources such as special education schools, teaching and research institutions, hospitals, and rehabilitation institutions. From direct services to indirect services, serving two dimensions to cut through, forming a four-dimensional "LIST" course for the SENs, parents, teachers, and schoolmasters. The lifelong inclusive education curriculum system is inspired by the postmodern curriculum theory, and break through the traditional special education curriculum paradigm. The lifelong inclusive education curriculum system has realized the enlargement of learning segment, the extension of handicap types, and the expansion of service objects. The construction and implementation of the curriculum system has changed the overall appearance of regional special education. The action of Shanghai Changning Special Education Guidance Center provided a sample of regional lifelong inclusive education curriculum system.},
     year = {2020}
    }
    

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Author Information
  • Shanghai Changning Special Education Guidance Center, Shanghai, China

  • Shanghai Changning Special Education Guidance Center, Shanghai, China

  • Shanghai Changning Special Education Guidance Center, Shanghai, China

  • Section