Special education originated in Europe and prevailed in the United States, which is closely related to the rise of social productivity and humanitarianism in the18th century. Due to the strong religious color of humanitarianism in Europe, most of the earliest special schools were compassionate priests, doctors and teachers. However, since 1980s, the rapid development of special education in some economically developed countries has been mainly influenced by humanism and democratization of education.

Second, the expansion of the scope of special education.

Special education in all countries of the world begins with the development of blind, deaf and dumb education, and then gradually develops into the education of mentally retarded and other special children.

Third, the government's direct intervention and the legislation of special education.

The rise of special education in many countries originated from the people, but government intervention and macro-control have played an important role in promoting the development of special education.

The government's direct intervention and macro-control are mainly manifested in the formulation and continuous revision of a series of education laws and regulations and special education bills.

Fourthly, the integration of special education

Since 1980s, the world special education has obviously developed in the direction of three integrations. First, the integration of special education and general education; Second, the integration of school education, family education and social education; The third is the integration of medical rehabilitation, education and training and social employment.

Integration of special education and general education

The integration of special education and general education, or the idea of popularization of special education, originated from Scandinavia in northern Europe in the 1960s. After 1970s, it spread widely in the United States and Canada. Its basic meaning is that every special child, especially children with physical and mental disabilities, should return to mainstream social life, study and work as much as possible.

The idea of the integration of special education and general education has gone through three stages: the anti-labeling movement, the disabled rights movement and the return to the mainstream movement. At present, it has become one of the leading ideas of special education legislation in many countries and the guiding ideology of developing special education.

1. Anti-tag movement

Some educators believe that as long as a child is labeled as a "special child", he may feel inferiority or superiority. Children with low self-esteem feel inferior and worthless, which is the burden of family, school and society; Children with a sense of superiority think that they have superhuman talent and intelligence, and that they are superior. In order to avoid bringing "label awareness" to children, the anti-label movement appeared in North America.

2. Disability Rights Movement

In the late 1990s, some organizations for the disabled were established in North America and Europe. These organizations call on the disabled to unite and fight for their legitimate rights and interests. They demand that the society provide proper medical care and services, and enjoy the rights of independent living, equal education and proper work. At the same time, it also puts forward the problem of developing the culture of the disabled.

3. Return to the mainstream movement

Returning to the mainstream is an educational thought that echoes the popularization of special education. The so-called return to the mainstream is to put disabled children back to ordinary schools and classes for education as much as possible, so that they can better adapt to normal life. At present, the concept of "returning to the mainstream" has become the consensus of educators.

So far, returning to the mainstream is the mainstream and direction of the development of special education in the world. However, due to the different levels of basic civilization, the implementation situation in different countries is different, especially when it comes to some very specific education and teaching issues, such as affecting class discipline, teaching quality, increasing school funds and a series of specific practical issues, the views are not consistent. How to correctly understand and implement the integration of special education and general education needs further discussion.

Inclusive education is another new concept of special education at a higher level on the basis of "returning to the mainstream". From "special education" to "inclusive education", the object of special education is constantly changing.

(B) the integration of school education, family education and social education

Special education is a systematic project involving schools, families and society. The integration of school education, family education and social education is one of the characteristics of the development of special education in the world since the 1980s. It fully embodies the principles of early education and cooperative education in special education.

(3) Integration of medical care, education and training, and employment.

Closely combine medical care, education and training with employment to safeguard the physical and mental health of disabled children, so that they can master certain knowledge and have the professional ability to engage in a certain physical and mental characteristic, and become disabled citizens who have made certain contributions to society.

Five, the development of science and technology to help the disabled.

The development of modern science has brought great changes to the field of special education. The development of natural science, especially the development of medical anatomy and technical science, has helped us to have a scientific understanding of the disabilities and physical defects of special children. The development of science and technology has helped the disabled to live, study and compensate for their defects.

The international cooperation of intransitive verbs is increasingly strengthened.

The participation of the international community is first to formulate a convention and issue a joint declaration through consultation.

Second, with the help of UNESCO, we will provide some help to developing countries to help them establish special education institutions, train professionals and carry out some cross-cultural and cross-regional cooperative research.