Integrated education tends to be "child-centered", that is, child-centered, which requires schools to fully recognize the differences and characteristics of students and try their best to meet the various needs of children, that is, schools adapt to students.

1. Eliminate cognitive prejudice and emphasize multiple values.

Create an open and diverse school environment and create conditions for integrated education, such as resource classrooms and barrier-free environments. Students with special needs should be placed in general education environment so that students can participate in all school activities equally and fully. Students should be assessed more from the aspects of self-care, communication, social adaptation and self-discipline, rather than using a test paper to measure and assess.

For example, visually impaired students need to change the classroom environment, teaching materials, courses and teaching methods when they enter ordinary classes. First introduce them to the layout of the school and the layout of the classroom, so that they can get familiar with and adapt to the classroom environment as soon as possible. Their desks are close to the blackboard, and the lighting in the classroom is suitable to remove obstacles that are easy to bump.

Ordinary teachers and resource teachers work together to prepare braille textbooks, written records, homework records and examination records for visually impaired students, provide enlarged printed materials or auxiliary devices for amblyopic children, and use physical or touchable models in class to facilitate their understanding. Use spoken English more in teaching, give them more time to study and complete the test, and you can use spoken English or recorded test. At the same time, resource teachers provide compensation teaching for visually impaired children in daily life skills, motor training, orientation training and other skills.

Secondly, strengthen the construction of professional teachers, determine full-time or part-time resource teachers, and briefly introduce the teaching equipment of resource teachers and roving instructors, so that they can receive professional theoretical training; Invite special education teachers to give guidance, such as how to evaluate a student's problems, how to set appropriate content for them in class, how to give them subject guidance and defect compensation, etc.

2. Student-oriented, individualized education and teaching.

Individualization is the best way of integrated education and an important way to improve the quality of integrated education. Individualization is a personalized training plan for each student with special needs according to the types of students' obstacles. It is a written education agreement jointly formulated by schools and parents for students' individual needs. It should record the students' evaluation results, the educational placement to be provided in the year, relevant services and teaching objectives.

Personalized education plans need to listen to students' opinions when they are formulated, and can only be implemented with the consent of parents or guardians. (Personalized Education Schedule) Personalized education plan includes students' current performance, classroom tests, homework performance, individual test and evaluation results of parents and teachers, and related services; Academic year learning goals can be divided into several short-term goals, including social goals and behavioral goals, and the goals must be measurable; Special education and related services, including necessary auxiliary equipment, teaching AIDS and services, and the revision and change of general education and related professional tasks made by the school for its training and development; The activities of ordinary students can be explained in the plan if they do not participate; Regional test, if it is not suitable to participate in the test, explain or what kind of test can be replaced; The date and time, the date from the beginning to the end of the training, the frequency and place of the training must be stated.

At present, every resource center is doing this, giving each student a separate course, that is, "one lesson for one person" (course map), and they have separate training content.

In the film, Nick aims at Ethan's dyslexia and uses Ethan's super ability to enhance Ethan's sensitivity to letters through activities such as drawing letters in the sand, drawing with pigments and plasticine, making letters and playing games on the computer. Make up and develop Ethan's weakness in reading, make the little boy Ethan make progress in reading and writing, and explore his artistic talent at the same time. Individualization is to make up for his defects and tap his potential. At present, in some areas, some schools implement the "shift system". Of course, teachers in our ordinary schools face so many students every day that they may not have time to take care of these children with special needs or even know how to pay attention to them. Here I give you some advice:

(1) Think of him when preparing lessons and give him a suitable learning content.

(2) Pay attention to him in class and give him some opportunities to participate in activities. If you ask questions, design some simple questions for him; Give him some simple, achievable (or slightly suggestive) topics during class training.

(3) In teaching methods, we should combine explanation with image demonstration, language expression with posture expression, and explanation with academic success.

(4) Arrange some homework suitable for him after class and give him some guidance in a few minutes.

(5) Partner assistance. Find him a small partner and often help him after class. This is not only conducive to the growth of children with special needs, but also can cultivate the love and responsibility of ordinary children.

The experience of integrated education in Taiwan Province Province tells us that ordinary children have gained more growth in integrated classes than in ordinary classes-children have gained a "beautiful heart", learned to look at things from different angles, learned to solve problems in different ways, and learned to empathize with others. Isn't that what we want our children to have?

In fact, it is just a sentence: think of them before class, pay attention to them in class and help them after class. After training like this for a long time, we will look at them differently. Like Nissan in the story and Dong in He Laoshi's class. We must never give up on them. Wu, an expert on integrated education in Taiwan Province, believes that integrated education is by no means a school for special children. "Democracy can only work if all children study together. Only by interacting with people with different personalities can we learn better. The mode of combining special students with ordinary students is actually to teach children to treat a real and complete world. " This sentence tells the true meaning of integrated education.

3. Create a good atmosphere for integrated education.

According to reports, most parents of students in a class jointly sent a letter to the school, asking the school to reject an autistic student in order to avoid affecting their children's study. This is a typical case of unsuccessful cooperation between home and school, which profoundly shows that students with special needs need the full support of society, schools and families to receive education. Only by promoting integrated education in general education, can social respect and acceptance create a good atmosphere for integrated education.

Therefore, as a school, we must first change the concept and educational attitude of faculty and staff, and then communicate with parents; In addition, teachers with special student classes should also promote integrated education to parents of ordinary students. Only in this way can we create a harmonious and dynamic educational ecological environment and promote the development of integrated education.