Reporter: The meaning of "running special education well" in the 13th Five-Year Plan is different from that of "caring for and supporting special education" in the 12th Five-Year Plan.
Wang Haiping: Special education is an important part of the modern education system. Without the modernization of special education, there can be no modernization of the whole education. The "Thirteenth Five-Year Plan" proposes to "run special education well". Although there are only six words, it has rich connotations. I think the key to this formulation lies in the word "good". This requires not only the development of scale, but also the improvement of quality. This is a higher requirement on the basis of "caring for and supporting special education", which points out the direction for accelerating the reform and development of special education in China during the 13 th Five-Year Plan period.
Reporter: How to evaluate the development status of special education in China?
Wang Haiping: In recent years, the policy guarantee of special education in China has been significantly strengthened, the investment in special education has been significantly increased, the scale of special education has been continuously expanded, and the popularization level of special education has reached a record high, laying a good foundation for the development of special education during the Thirteenth Five-Year Plan period.
The State Council has successively issued the Opinions on Further Accelerating the Development of Special Education and the Special Education Promotion Plan (20 14-), and the Ministry of Education and other departments have intensively formulated and issued a series of guiding documents such as the construction standards and curriculum standards of special education schools, with unprecedented policy promotion.
During the Twelfth Five-Year Plan period, the central and local governments invested a total of 5.4 billion yuan to support the construction, renovation and expansion of 1 182 special education schools in the central and western regions. The central subsidy for special education increased from 25 million yuan in 20 10 to 4 10/00000 yuan, focusing on supporting special education schools in the central and western regions to improve school conditions.
Up to now, about 394,900 students have received special education. The number of school-age disabled children registered with real names decreased from 654.38+045 million in 2065.438+00 to 83,000 in 2065.438+03. The enrollment rate of students with visual, hearing and intellectual disabilities has increased, and students with autism, cerebral palsy and multiple disabilities have increased year by year. The number of students enrolled in non-compulsory education has increased significantly. There are about 20,000 disabled children in kindergartens, 7,227 disabled students in ordinary high schools and 1 167 1 person in secondary vocational schools. In that year, there were 9,542 disabled college students enrolled in China.
In addition, the number of full-time teachers in special education schools in China has increased year by year, reaching 48 1 10,000, an increase of 2 1.2% compared with 20 10. In 20 12, the training of special education teachers was included in the national training plan for the first time, and now more than 6,000 backbone special education teachers have been trained.
Reporter: What are the difficulties in developing special education and how to improve the level and quality?
Wang Haiping: Low starting point, weak foundation, large debts and unbalanced development are still outstanding shortcomings of special education. To run special education well and improve the quality of education, we need to start from the following aspects:
First of all, we should effectively guarantee the opportunities for disabled children to receive compulsory education and strive to expand the opportunities for disabled students to receive non-compulsory education. It is necessary to incorporate pre-school special education into the pre-school education action plan and expand the scale of pre-school integrated education, special education classes in kindergartens and pre-school classes in special education schools. Accelerate the popularization of senior high school education for the disabled, broaden the professional settings of secondary vocational schools, and expand the enrollment scale of disabled students.
Secondly, at the same time of popularization, set up corresponding education and teaching standards. By promulgating curriculum standards for special education schools, publishing textbooks for special education schools, establishing monitoring standards for the quality of special education, issuing working standards for ordinary classes and special education classes and working standards for teachers at home, building a service system for special education and taking various measures to improve the quality of special education.
Finally, it is necessary to improve the professional ability of special education teachers, and urge and promote the provinces to issue standards for the preparation of special education teachers.
Reporter: What other institutional guarantees do you need to run special education well?
Wang Haiping: Promote legislation on special education, emphasizing that disabled people and non-disabled people have the same right to education. According to the principle of "special assistance", through oblique protection, it provides "strong institutional support and realistic guarantee" for the realization of the right to education for the disabled.
Because the grass-roots governments such as cities, counties and townships attach different degrees of importance to special education, some local government officials and special education administrators still regard special education as charity and public welfare undertakings, rather than the rights that disabled children should enjoy. Therefore, it is necessary to raise the awareness of leaders at all levels to perform their duties according to law, incorporate the enrollment rate of disabled children, the specialization level of special education teachers and the level of special education guarantee into the comprehensive supervision indicators of the balanced development of local compulsory education, educational modernization and building a well-off society in an all-round way, and establish corresponding reward and punishment mechanisms.
While governments at all levels pay more attention to special education, the management system of special education should also be changed. At present, only the basic education department has specialized educational institutions. I suggest that special education in the non-compulsory education stage should be effectively incorporated into the internal division of responsibilities of the education administrative department, and a special independent institution should be established under the framework of education administration to plan, manage and guide special education.
In addition, we should continue to increase investment in special education, and take improving the opportunities and popularization level of special education as an important part of the government's "guaranteeing the basics, benefiting people's livelihood and promoting harmony" and bring it into the scope of national basic public services.