| Education in any society is a mirror of that society. In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities. “All men are created equal." We've heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by this country's founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children -- the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children -- disabled or not -- to an appropriate education, and have ordered that public schools take the necessary steps to provide that education. In response, schools are modifying their programs, adapting instruction to children who are exceptional, to those who cannot profit substantially from regular programs. | |
| 任何社会的教育都是反映该社会的一面镜子。在这面镜子里，我们可以看到力量、软弱、希望、偏见以及文化自身的核心价值。过去30年间公共教育对特殊儿童所表现出的巨大关注表明了存在于我们社会中的那种强烈的感受，即所有公民，不论情况特殊与否，都应该得到全面发展其能力的机会。 “人人生来平等”这句话我们已听过无数次，但它对民主社会的教育仍然有着极其重要的寓意。尽管这句话被国家缔造者们用来预示法律面前人人平等，它也被解释为机会面前人人平等。这一概念暗指所有儿童都有接受教育的机会，即每个孩子都有权利得到学习上的帮助，以助其最大限度地发展智能，不论这种智能是小是大。最近的法庭裁决已经批准了所有儿童——不论残疾与否——都有接受相适应的教育的权利，并已责令公立学校采取必要措施来提供这种教育。作为回应，学校正在调整课程安排，使授课能够适应特殊儿童，适应那些不能从常规课程中真正获益的儿童的需要。 |
| Education in any society is a mirror of that society. In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities. " All men are created equal." We' ve heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by this country' s founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children disabled or not to an appropriate education, and have ordered that public schools take the necessary steps to provide that education. In response, schools are modifying their programs, adapting instruction to children who are exceptional, to those who cannot profit substantially from regular programs. | |
| ren he she hui de jiao yu dou shi fan ying gai she hui de yi mian jing zi. zai zhe mian jing zi li, wo men ke yi kan dao li liang ruan ruo xi wang pian jian yi ji wen hua zi shen de he xin jia zhi. guo qu 30 nian jian gong gong jiao yu dui te shu er tong suo biao xian chu de ju da guan zhu biao ming liao cun zai yu wo men she hui zhong de na zhong qiang lie de gan shou, ji suo you gong min, bu lun qing kuang te shu yu fou, dou ying gai de dao quan mian fa zhan qi neng li de ji hui. " ren ren sheng lai ping deng" zhe ju hua wo men yi ting guo wu shu ci, dan ta dui min zhu she hui de jiao yu reng ran you zhe ji qi zhong yao de yu yi. jin guan zhe ju hua bei guo jia di zao zhe men yong lai yu shi fa lv mian qian ren ren ping deng, ta ye bei jie shi wei ji hui mian qian ren ren ping deng. zhe yi gai nian an zhi suo you er tong dou you jie shou jiao yu de ji hui, ji mei ge hai zi dou you quan li de dao xue xi shang de bang zhu, yi zhu qi zui da xian du di fa zhan zhi neng, bu lun zhe zhong zhi neng shi xiao shi da. zui jin de fa ting cai jue yi jing pi zhun le suo you er tong bu lun can ji yu fou dou you jie shou xiang shi ying de jiao yu de quan li, bing yi ze ling gong li xue xiao cai qu bi yao cuo shi lai ti gong zhe zhong jiao yu. zuo wei hui ying, xue jiao zheng zai tiao zheng ke cheng an pai, shi shou ke neng gou shi ying te shu er tong, shi ying nei xie bu neng cong chang gui ke cheng zhong zhen zheng huo yi de er tong de xu yao. |
| Education in any society is a mirror of that society. In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities. " All men are created equal." We' ve heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by this country' s founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children disabled or not to an appropriate education, and have ordered that public schools take the necessary steps to provide that education. In response, schools are modifying their programs, adapting instruction to children who are exceptional, to those who cannot profit substantially from regular programs. | |
| rèn hé shè huì de jiào yù dōu shì fǎn yìng gāi shè huì de yī miàn jìng zi. zài zhè miàn jìng zi lǐ, wǒ men kě yǐ kàn dào lì liàng ruǎn ruò xī wàng piān jiàn yǐ jí wén huà zì shēn de hé xīn jià zhí. guò qù 30 nián jiān gōng gòng jiào yù duì tè shū ér tóng suǒ biǎo xiàn chū de jù dà guān zhù biǎo míng liǎo cún zài yú wǒ men shè huì zhōng de nà zhǒng qiáng liè de gǎn shòu, jí suǒ yǒu gōng mín, bù lùn qíng kuàng tè shū yǔ fǒu, dōu yīng gāi dé dào quán miàn fā zhǎn qí néng lì de jī huì. " rén rén shēng lái píng děng" zhè jù huà wǒ men yǐ tīng guò wú shù cì, dàn tā duì mín zhǔ shè huì de jiào yù réng rán yǒu zhe jí qí zhòng yào de yù yì. jǐn guǎn zhè jù huà bèi guó jiā dì zào zhě men yòng lái yù shì fǎ lǜ miàn qián rén rén píng děng, tā yě bèi jiě shì wèi jī huì miàn qián rén rén píng děng. zhè yī gài niàn àn zhǐ suǒ yǒu ér tóng dōu yǒu jiē shòu jiào yù de jī huì, jí měi gè hái zǐ dōu yǒu quán lì dé dào xué xí shàng de bāng zhù, yǐ zhù qí zuì dà xiàn dù dì fā zhǎn zhì néng, bù lùn zhè zhǒng zhì néng shì xiǎo shì dà. zuì jìn de fǎ tíng cái jué yǐ jīng pī zhǔn le suǒ yǒu ér tóng bù lùn cán jí yǔ fǒu dōu yǒu jiē shòu xiāng shì yìng de jiào yù de quán lì, bìng yǐ zé lìng gōng lì xué xiào cǎi qǔ bì yào cuò shī lái tí gōng zhè zhǒng jiào yù. zuò wéi huí yìng, xué jiào zhèng zài tiáo zhěng kè chéng ān pái, shǐ shòu kè néng gòu shì yìng tè shū ér tóng, shì yìng nèi xiē bù néng cóng cháng guī kè chéng zhōng zhēn zhèng huò yì de ér tóng de xū yào. |
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