1, resources are unevenly distributed.
The implementation of integrated education requires not only special education teachers, but also ordinary schools to install equipment suitable for deaf-mute and blind children. At present, government agencies and educational institutions in China are fragmented, resources cannot be shared, investment is low, and it is difficult to promote integrated education. Moreover, the proportion of professional special education teachers trained in China is small among normal students, which can not meet the requirements of having special education teachers in every class of every ordinary school. Lack of resources and uneven distribution have become a major obstacle.
2. Teachers' personal qualities
Teachers are the key figures in implementing integrated education. Teachers' attitude will affect students' attitude and the overall atmosphere of the class. The positive attitude of teachers in the process of education will affect the atmosphere of the whole class, which has been shown in many studies. The lack of teachers' professional ability in special education has caused the highest degree of teaching distress and is also the biggest source of teachers' teaching pressure. Just because they graduated from the department of special education and have not participated in the training and experience of special integrated education, they are not qualified for the work of integrated education. In addition, due to the heavy workload of special education teachers, they are always worried about accidents and responsibilities, and the teachers are under too much pressure, which leads them to be unwilling to engage in integrated education, resulting in a xenophobic mentality.
3. Curriculum setting.
To receive a general education is to study the same courses as ordinary students. At this time, teachers often pay more attention to the needs of most children and arrange the course schedule and teaching strategies. When disabled children need special counseling, they can't have professional one-on-one teaching like special education schools. After class, teachers in ordinary schools have a heavy academic burden and great pressure, so they have no extra energy to care about special students and cannot promote their progress and development. In the curriculum, students with disabilities are not taught in accordance with their aptitude, which can not meet the personality development of special students. Students finally get less knowledge than isolated education, which is also a big obstacle to integrated education.
4. Psychological development of special students.
In the ordinary environment, special students are no longer a whole as before, they are scattered to various schools and classes and become a special group. In such an environment, teenagers are prone to psychological problems, such as sensitivity, inferiority, and refusal to accept new things. Although teachers will emphasize equal treatment for everyone, discrimination and exclusion among classmates are still widespread, which will increase the pressure on students and make them unable to develop freely and actively in the class. Secondly, because of physical or mental obstacles, there is little communication between disabled students and teachers, and there is little interaction between teachers and students. Simple teachers care about students and make them think they are vulnerable groups psychologically. These problems will interfere with the original classroom order and atmosphere and bring difficulties to teachers' class management.