العوامل المؤثرة على تطور التربية الخاصة في كل من بريطانيا وفرنسا
(تحليل فلسفي)
الكلمات المفتاحية:
العوامل، التربية الخاصة، تحليل فلسفي
الملخص
تعد دراسة تاريخ التربية الخاصة في كل من دولتي بريطانيا وفرنسا، لها أهمية كبيرة في التعرف على أصول التربية الخاصة، والتي بدأت من تلك الدول الأوروبية، لذلك تكشف هذه الورقة عن العوامل المؤثرة في تشكيل ذلك التاريخ، والتي تمثلت في ثلاث عوامل رئيسية: وهي العوامل الاجتماعية والسياسية والاقتصادية، بدأت في عرضها بشكل تاريخي متسلسل، يحكي تطورها، ويرصد أبرز السياسات الدولية، والتحركات والأنشطة الاجتماعية والاقتصادية. وصولًا إلى أهم القضايا المعاصرة في الوقت الحالي بما في ذلك التعليم الشامل والتعليم العالي لذوي الإعاقة. وبمقارنة مرجعية لما بين تلك الدولتين، تمت مناقشة تلك الأصول من خلال الاستشهاد بأدبيات الدراسات والمراجع المتخصصة في ذلك، من كتب وتقارير وسياسات تشريعية عالمية.
المراجع
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2. Barnay, T., Duguet, E., Clainche, C. & Videau, Y. (2016). An evaluation of the 1987 French Disabled Workers Act: Better paying than hiring. The European Journal of Health Economics, 20(4), 597-610. Retrieved from https://hal.archives-ouvertes.fr/hal-01292132/document
3. Barnes, C., Mercer, G. & Shakespeare, T. (2010). ‘The social model of disability’, in Giddens, A. & Sutton, P. (eds.). Sociology: Introductory readings, rd eds., )pp. 161–166(,Cambridge: Polity Press.
4. Bernard, C. (2015). Teacher Education in France: Universitisation and professionalisation – from IUFMs to ESPEs. Journal Education Inquiry, 1, 10-22.
5. Brigitte, B. & Aliette, V. (2006). Integration of disabled children in French schools: partnership between mainstream school teachers and specialist professionals. European Journal of Special Needs Education, 9, 1-11.
6. Corre, F. (2019). Students with disabilities in higher education. Retrieved 7 December 2019, from https://publication.enseignementsup- recherche.gouv.fr/eesr/10EN/EESR10EN_ES_14- students_with_disabilities_in_higher_education.php
7. D’Alessio, S. (2011). Inclusive education in Italy: A critical analysis of the policy of integrazione scolastica. Rotterdam: Sense Publishers.
8. DES. (1978). Warnock Committee Report. London: HMSO.
9. Disability Nottinghamshire. (2019). The Social Model vs The Medical Model of Disability. Retrieved from http://www.disabilitynottinghamshire.org.uk/about/social-model-vs-medical- model-of-disability
10. Farrell, M. (2009). Foundations of special education: An introduction. (1st ed.). Hoboken: John Wiley & Sons, Incorporated.
11. Gardiner, J. B. (2017). Special Educational Needs and Inclusion: How have the major historical changes to the language of special education and inclusive policy influenced the provision for children with SEN/D within English primary schools? Anglia Ruskin University. England, UK.
12. Humphries, S. & Gordon, P. (1992). Out of sight. The experience of disability, 1900- 1950. Plymouth: Northcote House.
13. International perspectives on inclusive education. (2019). Retrieved 7 December 2019, from https://www.education.gouv.fr/cid140800/international perspectives-on-inclusive-education.html
14. Kendall, L. & Tarman, B. (2016). Higher education and disability: Exploring student experiences. Cogent Education, 3(1).
15. Lewis, A. (2001), ‘Charlotte’s Web: special educational needs in mainstream schools’, in Richards, C. ed. Changing English primary education, stoke on trent. Trentham Books, 79-93.
16. Moriña, A. (2017). Inclusive education in higher education: Challenges and opportunities. European Journal of Special Needs Education, 32(1), 3-17.
17. Mullan, P., Prendeville, P., & Kinsella, W. (2018). Factors influencing the successful transition of young people with Down syndrome. British Journal of Special Education, 45(4), 371-391.
18. Oshinsky, D. M. (2005). Polio: An American story. Oxford and New York: Oxford University Press.
19. Pritchard, D. G. (1963). Education and the handicapped, 1760-1960. London: Routledge & K. Paul.
20. Richardson, J & Powell, J. (2011). Comparing special education: Origins to contemporary paradoxes . Stanford, CA. Stanford University Press.
21. Rosanvallon, P. (2000). The new social question: Rethinking the welfare state. Princeton: Princeton University Press.
22. Runswick-Cole, K., Hodge, N., 2009. Needs or rights? A challenge to the discourse of special education. British Journal of Special Education. 36(4), 198-203.
23. Safford, P. L. & Safford, E. J. (1996). A history of childhood and disability. New York: Teachers College Press.
24. Serge, E. & Peter, E. (2006). Special education in France. European Journal of Special Needs Education, 9, 247-272.
25. Stiker, H. J. (1999). A history of disability. MI: University of Michigan Press.
26. Thomas, D. & Woods, H. (2003). Working with people with learning disabilities. London: Jessica Kingsley Publishers.
27. Tilstone, C. & Layton, L. (2004). Child development and teaching pupils with Special educational needs. Abingdon: Routledge Falmer.
28. U.S. Department of Education. (2018). 40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC.
29. United Nations Educational, Scientific and Cultural Organization (UNESCO). (1994). The Salamanca Statement and Framework for Action on Special Needs Education, Paris, UNESCO. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF
30. UPIAS. (1976). Fundamental principles of disability. London: Union of the Physically Impaired against Segregation.
31. Vial, M. (1991). L’inte´gration scolaire des enfants ‘‘anormaux’’: de´bats et re´alite´s au de´but du sie`cle (The integration of ‘‘abnormal’’ children at school: debates and realities at the beginning of the century). Handicaps et Inadaptations Les cahiers du CTNERHI, 53, 63-73.
32. Whalley, G. E., 1989. A critical view of the Education Act 1981. Education and the Law, 1(2), 47-49.
33. Winance, M.,Ville, I. & Ravaud, J. (2007). Disability Policies in France: Changes and Tensions between the Category-based, Universalist and Personalized Approaches. Scandinavian Journal of Disability Research, 9(34), 160-181.
34. Winzer, M. (1993). The history of special education: From isolation to integration. Washington DC: Gallaudet University Press.
2. Barnay, T., Duguet, E., Clainche, C. & Videau, Y. (2016). An evaluation of the 1987 French Disabled Workers Act: Better paying than hiring. The European Journal of Health Economics, 20(4), 597-610. Retrieved from https://hal.archives-ouvertes.fr/hal-01292132/document
3. Barnes, C., Mercer, G. & Shakespeare, T. (2010). ‘The social model of disability’, in Giddens, A. & Sutton, P. (eds.). Sociology: Introductory readings, rd eds., )pp. 161–166(,Cambridge: Polity Press.
4. Bernard, C. (2015). Teacher Education in France: Universitisation and professionalisation – from IUFMs to ESPEs. Journal Education Inquiry, 1, 10-22.
5. Brigitte, B. & Aliette, V. (2006). Integration of disabled children in French schools: partnership between mainstream school teachers and specialist professionals. European Journal of Special Needs Education, 9, 1-11.
6. Corre, F. (2019). Students with disabilities in higher education. Retrieved 7 December 2019, from https://publication.enseignementsup- recherche.gouv.fr/eesr/10EN/EESR10EN_ES_14- students_with_disabilities_in_higher_education.php
7. D’Alessio, S. (2011). Inclusive education in Italy: A critical analysis of the policy of integrazione scolastica. Rotterdam: Sense Publishers.
8. DES. (1978). Warnock Committee Report. London: HMSO.
9. Disability Nottinghamshire. (2019). The Social Model vs The Medical Model of Disability. Retrieved from http://www.disabilitynottinghamshire.org.uk/about/social-model-vs-medical- model-of-disability
10. Farrell, M. (2009). Foundations of special education: An introduction. (1st ed.). Hoboken: John Wiley & Sons, Incorporated.
11. Gardiner, J. B. (2017). Special Educational Needs and Inclusion: How have the major historical changes to the language of special education and inclusive policy influenced the provision for children with SEN/D within English primary schools? Anglia Ruskin University. England, UK.
12. Humphries, S. & Gordon, P. (1992). Out of sight. The experience of disability, 1900- 1950. Plymouth: Northcote House.
13. International perspectives on inclusive education. (2019). Retrieved 7 December 2019, from https://www.education.gouv.fr/cid140800/international perspectives-on-inclusive-education.html
14. Kendall, L. & Tarman, B. (2016). Higher education and disability: Exploring student experiences. Cogent Education, 3(1).
15. Lewis, A. (2001), ‘Charlotte’s Web: special educational needs in mainstream schools’, in Richards, C. ed. Changing English primary education, stoke on trent. Trentham Books, 79-93.
16. Moriña, A. (2017). Inclusive education in higher education: Challenges and opportunities. European Journal of Special Needs Education, 32(1), 3-17.
17. Mullan, P., Prendeville, P., & Kinsella, W. (2018). Factors influencing the successful transition of young people with Down syndrome. British Journal of Special Education, 45(4), 371-391.
18. Oshinsky, D. M. (2005). Polio: An American story. Oxford and New York: Oxford University Press.
19. Pritchard, D. G. (1963). Education and the handicapped, 1760-1960. London: Routledge & K. Paul.
20. Richardson, J & Powell, J. (2011). Comparing special education: Origins to contemporary paradoxes . Stanford, CA. Stanford University Press.
21. Rosanvallon, P. (2000). The new social question: Rethinking the welfare state. Princeton: Princeton University Press.
22. Runswick-Cole, K., Hodge, N., 2009. Needs or rights? A challenge to the discourse of special education. British Journal of Special Education. 36(4), 198-203.
23. Safford, P. L. & Safford, E. J. (1996). A history of childhood and disability. New York: Teachers College Press.
24. Serge, E. & Peter, E. (2006). Special education in France. European Journal of Special Needs Education, 9, 247-272.
25. Stiker, H. J. (1999). A history of disability. MI: University of Michigan Press.
26. Thomas, D. & Woods, H. (2003). Working with people with learning disabilities. London: Jessica Kingsley Publishers.
27. Tilstone, C. & Layton, L. (2004). Child development and teaching pupils with Special educational needs. Abingdon: Routledge Falmer.
28. U.S. Department of Education. (2018). 40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC.
29. United Nations Educational, Scientific and Cultural Organization (UNESCO). (1994). The Salamanca Statement and Framework for Action on Special Needs Education, Paris, UNESCO. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF
30. UPIAS. (1976). Fundamental principles of disability. London: Union of the Physically Impaired against Segregation.
31. Vial, M. (1991). L’inte´gration scolaire des enfants ‘‘anormaux’’: de´bats et re´alite´s au de´but du sie`cle (The integration of ‘‘abnormal’’ children at school: debates and realities at the beginning of the century). Handicaps et Inadaptations Les cahiers du CTNERHI, 53, 63-73.
32. Whalley, G. E., 1989. A critical view of the Education Act 1981. Education and the Law, 1(2), 47-49.
33. Winance, M.,Ville, I. & Ravaud, J. (2007). Disability Policies in France: Changes and Tensions between the Category-based, Universalist and Personalized Approaches. Scandinavian Journal of Disability Research, 9(34), 160-181.
34. Winzer, M. (1993). The history of special education: From isolation to integration. Washington DC: Gallaudet University Press.
منشور
2024-07-08
كيفية الاقتباس
د. آمنة بنت محمد الغامدي. (2024). العوامل المؤثرة على تطور التربية الخاصة في كل من بريطانيا وفرنسا: (تحليل فلسفي). Journal of Arts, Literature, Humanities and Social Sciences, (108), 119-130. https://doi.org/10.33193/JALHSS.108.2024.1156
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