The content of inclusive education should stimulate students' interest and improve their cognitive structure. So, how to study the theory and practice of inclusive education for special students?

Inclusive education is a new educational concept put forward by the 1994 World Conference on Special Needs Education, and it is an integrated education that pays attention to cooperation and equal participation without exclusion and discrimination. The scope of application of inclusive education is not only for special students, but for the whole society. There is no ready-made experience for China's inclusive education, so we should make progress through exploration, guide the practice of inclusive education with the theory of inclusive education, and constantly improve the theory of inclusive education in practice.

1 The curriculum view of inclusive education is to make the curriculum adapt to the different needs of students, rather than students passively adapt to the curriculum.

1. 1 Set the curriculum objectives of inclusive education.

The curriculum goal of inclusive education is not only the specific goal that the inclusive education curriculum needs to achieve from the overall requirements of China's current national conditions and social development, but also the training goal of the region and schools. At the same time, the target construction should follow the following principles:

(1) Feasibility. Western developed countries have established systems and regulations related to inclusive education, and the adaptive object of inclusive education extends from preschool education to higher education, which can provide inclusive education for special students at different levels. It has a complete set of inclusive education identification system and all-round service system, and has made great progress in the inclusive construction of social culture and campus culture. The construction of the curriculum goal of inclusive education in China should proceed from the actual situation (such as the unbalanced development of regional economy, which makes inclusive education not widely promoted; The traditional educational concept is deeply rooted and difficult to change in the short term; The technical support system of inclusive education is weak; The deviation of inclusive education teachers' understanding of inclusive education thought; The overall level and scientific research ability of inclusive education teachers are not high), and the achievable curriculum objectives are formulated in combination with the actual learning difficulties of hearing-impaired students and visually impaired students.

(2) comprehensiveness. Modern society needs innovative talents with all-round development, and the curriculum goal of inclusive education should conform to this feature. The curriculum goal of inclusive education is to enable students to understand the basic structure, related knowledge, history, present situation and future development trend of the subject, strengthen their memory and understand the basic knowledge of the subject when describing declarative knowledge. The curriculum goal of inclusive education should be based on special educational psychology, general psychology, philosophy and sociology, guided by certain values, combined with the different stages of psychological and physical development of some special students, internalize the professional knowledge learned by special students into their own lasting emotional attitude, and correctly understand the value of self, knowledge and society. The comprehensiveness of the curriculum goal of inclusive education is also reflected in enabling students to master the basic learning methods of the subject. The construction of inclusive education curriculum objectives should promote students' cooperative learning and problem-based learning. Cooperation is one of the important concepts of inclusive education. Through the cooperation between special students and ordinary students, special students and teachers, special students can truly integrate into the collective.

(3) Progressive. Most special students have different learning experiences from ordinary students. For example, 95% of students in higher special education institutions come from deaf-mute schools, not ordinary high schools. Special students have different starting points and the learning process is intermittent. There is a certain gap between the learning foundation and ordinary college students. The curriculum goal construction of inclusive education should consider students' individual differences, combine unity with diversity, and follow the principle of from simple to complex, from easy to difficult, and step by step.

1.2 Appropriate selection of inclusive education curriculum content

The curriculum content of inclusive education should be able to stimulate students' interest, improve students' cognitive structure, promote students' individual development and meet the needs of the development of relevant employment units. For example, the College of Special Education of Changchun University offers the principles of general management for hearing-impaired students, and the integrated education courses for visually-impaired students include contemporary college English, modern Chinese and special education. The curriculum content of inclusive education can be divided into subject curriculum content and activity curriculum content. The content of subject courses should avoid learning by rote, start from people's cognitive process (that is, from perceptual to rational, from concrete to abstract), and connect with students' life experience to achieve the unity of facts and values of course content.

The teaching of inclusive education is a combination of science and art.

Inclusive education. Teachers need to establish the inclusive education concept of equality, cooperation, democracy and human rights, master the relevant knowledge such as "special education" and "special educational psychology", understand the specific situation of special students, and learn to put themselves in the shoes in teaching. The teaching mode of inclusive education should not be single, different courses should adopt different teaching modes, and different teaching modes should be adopted in different educational stages and different teaching links of the same course. In inclusive teaching, teachers' teaching should be changed into students' learning, so that students can learn to learn; Make full use of modern education and teaching technology (such as multimedia technology) to mobilize students' learning enthusiasm; We should not only pay attention to the goal of teaching mode, but also pay attention to the process of teaching mode, so that students can develop harmoniously in the fields of cognition, skills, emotional will, values and behavior. From the traditional empirical teaching mode to the teaching mode of combining theory with practice, the teaching quality of inclusive education has been continuously improved. Inclusive education teachers need to master the art of teaching and describe the language accurately, simply, vividly and concisely. Make full use of teachers' own emotional contagion students to stimulate students' emotions through physical demonstrations and picture reproduction; Create teaching situations with humor, and stimulate students' interest in learning with beautiful stories and related questions; Create an atmosphere conducive to students' positive thinking, and master various inspiring methods such as metaphor, analogy, expression and action; Make effective use of all teaching resources, teach students in accordance with their aptitude, grasp the teaching opportunity and enter the teaching situation skillfully; Reasonably draw lessons from the education and teaching experience of excellent teachers for your own use.

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