Abstract:

Providing fair and quality education for every child with disabilities is an indispensable component of Chinese comprehensive education modernization, while general education teachers’ lack of knowledge and skills related to special education has severely restricted the improvement of the quality of education for students with disabilities in inclusive education settings. Integrating inclusive education curriculum into general normal education programs is an effective way to improve general education teachers’ inclusive education literacy, and is also an inevitable trend in improving the quality of normal education programs. The practical nature of education, the concept change into practice-orientation of teacher education, and the practicality of teaching children with disabilities in inclusive class determine that the curriculum development should be fully based on the need of inclusive education practices, with the ultimate goal of improving the practical ability of general education teachers. Based on the practice-oriented requirements, the curriculum goal should focus on general normal college students’ ability to work effectively in inclusive education settings, the curriculum content should fit in the practical need of teaching children with disabilities in inclusive class, the curriculum implementation should be based on contextualized practical experience, and the curriculum evaluation should rely on students’ learning process and performance in educational activities.

Key words: general teacher education programs, mainstreaming, general education, practice-oriented