No matter from the number of students or classes, the scale of inclusive education in China has shown an obvious growth trend in recent years.
At the same time, the promotion of integrated education is also facing new challenges, mainly in the following aspects: the system and mechanism of integrated education need to be improved, the quality evaluation of integrated education needs to be improved, and the quality of integrated education teachers needs to be improved.
"China Education Modernization 2035" proposes to do a good job in special education, promote the full coverage of education for school-age disabled children and adolescents, comprehensively promote integrated education, and promote the combination of medicine and education.
This requires us to give priority to the education of disabled teenagers in ordinary schools, educate students with moderate and severe disabilities and multiple disabilities by attending special education schools and sending them to teaching points, and strive to make every school-age disabled teenager master a skill through education and training.
To build a high-quality integrated education system, we must improve the integrated education system and promote the full coverage of education for school-age disabled children and adolescents.
Expand the resources of integrated education and vigorously increase the enrollment rate of disabled children and adolescents in compulsory education, especially in rural areas and remote and poor areas in the central and western regions.
Vigorously develop vocational education as the main content of senior high school education for the disabled, improve the popularization level of senior high school education for disabled teenagers, send disabled students to higher-level schools, and cultivate professional knowledge and skills for disabled students to adapt to future development.
Optimize the allocation of higher education resources for the disabled and help them get more opportunities to receive higher education.
Institutions of higher learning at all levels and of all types shall, according to their own characteristics and advantages, formulate school policies and rules and regulations to support the education of the disabled, and ensure that the disabled receive high-quality and fair higher education.
Build an integrated education system for primary and secondary schools and set up integrated education projects to ensure that school-age disabled children and adolescents get high-quality educational resources.
To build a high-quality integrated education system, we must improve the integrated education mechanism and improve the quality of integrated education for disabled students.
Relying on the professional support of special education schools, we will build and innovate a regional graded learning system and build an integrated education paradigm supported by different departments.
School-age disabled children and adolescents have priority to enter designated ordinary schools with corresponding resources and conditions to receive compulsory education.
Allocate special education teacher resources for schools and classes with regular students and special education students, and provide support in special education resources, methods and technologies.
Conditional special education schools play the role of comprehensive education resource center and lifelong learning for the disabled and provide educational services for the disabled.
Design a crisscross management system of integrated education, set up a special integrated education management department to carry out hierarchical management, and be responsible for the formulation, implementation, supervision and management of integrated education policies, strategies, plans and projects.
To build a high-quality integrated education system, we must improve the cooperative ability of integrated education and help school-age disabled students receive targeted education.
Encourage qualified schools to provide integrated education services for disabled children and adolescents and establish a special education service system for disabled children.
Establish education and rehabilitation centers for disabled students in schools that implement integrated education.
Conditional colleges and universities offer rehabilitation courses for disabled students and set up special teachers for disabled students.
Design personalized education programs for special children, compile teaching materials, carry out classroom teaching activities, choose teaching strategies, and provide special services such as physical therapy and social support around the individual needs of disabled children and adolescents.
To build a high-quality integrated education system, we must improve the supervision mechanism of integrated education.
Construct an integrated educational supervision system of "school-family-society" and a diversified supervision and evaluation network.
Establish an independent integrated education supervision system, scientifically set up relevant institutions or responsible persons, establish a complete supervision network, publicize the problems found in the supervision process, provide guidance paths for solving problems, and strengthen the follow-up supervision of special schools.
Use parents and social resources concerned about integrated education to open up channels for parents to participate in the supervision and evaluation of integrated education.
Actively build a third-party integrated education supervision and evaluation institution, encourage universities to set up relevant institutions, provide research and evaluation data, join the ranks of supervision and evaluation, integrate the qualification appraisal and qualification access system of education evaluation institutions, and ensure the professionalism of evaluation.
Attach importance to evaluation construction, change the evaluation model of integrated education centered on examination and investigation, and shift from emphasizing external supervision and evaluation to self-evaluation and self-improvement of schools.
Editor in charge: Cao
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