摘要
国际法和国内法规定了残疾儿童游戏权的具体内容、残疾儿童游戏权的国家义务,从而为残疾儿童游戏权的正当性提供了法理依据和外部证成。然而,仍有必要从残疾儿童成长的内部视野开展其游戏权的“合教育性”论证,游戏是残疾儿童作为人的本体存在的基本需要、游戏对残疾儿童成长具有重要价值、游戏是残疾儿童经验建构和社会融合的实践路径,以上构成了残疾儿童游戏权证立的教育学理依据。因而,残疾儿童的游戏权具有“合法律性”及“合教育性”两个层面的正当性和合理性,社会、大众和教育者应对残疾儿童的游戏权予以认可,并采取各种措施尊重、保护和落实残疾儿童的游戏权。
International conventions and domestic laws stipulate the specific contents of disabled children’s right to play as well as the obligations and responsibilities of the states to guarantee the right.However,it is still necessary to carry out educational demonstration of disabled children’s right to play from the perspective of their growth,the play is the ontological needs of disabled children,is of great value to their physical and mental growth,is a practical path of their experience construction and social integration,which constitute the educational theoretical basis for the establishment of disabled children’s right to play.Therefore,there are“legal”aspect and“educational”aspect of legitimacy and rationality of disabled children’s right to play,which the public and educators should recognize and take measures to respect and protect.
作者
李方璐
刘智成
LI Fanglu;LIU Zhicheng(Faculty of Education,East China Normal University,Shanghai,200062;College of Education,Jiangxi Normal University,Nanchang,330022)
出处
《中国特殊教育》
CSSCI
北大核心
2022年第5期21-27,共7页
Chinese Journal of Special Education
作者简介
通讯作者:李方璐,讲师,博士生,研究方向:特殊儿童心理与教育。E-mail:lifanglu.ecnu@qq.com。
