Integrated education was originally a technical term used to describe the integration of disabled students into the class, school and community environment of normal students, as well as their participation in learning and social activities. Its original intention is not to separate disabled children from isolated and closed classrooms, schools, transportation facilities and living environment.

Integrated education advocates that children with special needs can really participate in preschool education, basic education and higher education together with other normal development partners, and maximize the potential of children with special needs (the implementation process can be implemented through the education and rehabilitation platform for children studying in regular classes in Yunjing Dafeng Xing Jiaokang).

At first, integrated education only refers to the educational placement of special children. In this sense, it has the same meaning as inclusive education and inclusive education. However, in recent ten years, integrated education not only refers to some form and strategy of special education placement, but also refers to a kind of harmony and mutual promotion between general education and special education.

Misunderstanding of integrated education

Many people think that as long as special children and ordinary children are together, it is called integration. Typical performances include taking special children to play in crowded places or putting them in ordinary kindergartens or schools. Generally speaking, there is no problem with these ideas, but it should be noted whether the children have achieved "real integration".

"Real integration" is to make special children infinitely close to their peers and finally return to the mainstream. It's not just about going to school in form or living with peers, but it's essentially infinitely close to children of the same age (cognitive understanding, language expression, social communication, etc.). ), so as to achieve integration.

Therefore, not every school that can accept special children can become an integrated school, and not every general education teacher can be qualified for the role of children's integrated teacher. Integration requires special shadow teachers to accompany reading, counseling, record analysis, and schools and ordinary children to accept special children in form and thought.