Since the Tenth Five-Year Plan, the city's special education has conscientiously implemented the relevant national laws, regulations and policies, cared for and helped disabled children, and fully implemented the policies of "two exemptions and one subsidy" to continuously meet the diversified special education needs of disabled children. All the work has achieved remarkable results, laying a solid foundation for the sustainable development of special education in our city.

(1) The enrollment rate of compulsory education for disabled children and adolescents has been continuously improved. In 2005, there were 65,438+0,062 students in special education schools (centers) and 4,423 students in ordinary schools (including 383 blind children, 287 deaf-mute students, 2,786 mentally retarded students and 967 other disabled students). The enrollment rate of children and adolescents with visual, hearing and intellectual disabilities in compulsory education reached 96.7%.

(2) The development pattern of special education has initially taken shape. The city has built 18 special education schools, with 47 special education classes attached to ordinary schools and 2,449 classes (points) in regular classes. The pattern of "taking special education schools as the backbone, special education classes and ordinary classes as the main body" and "vigorously developing vocational education" has initially taken shape. The radiation function of the backbone of special education schools (centers) and the main role of studying in regular classes have been well played. In 2003, Xinjin County was listed as a national and provincial pilot county for special education in regular classes, which achieved great success in exploration and practice. In March 2004, "Chengdu Special Education Secondary Vocational and Technical School" was officially listed (organized by Chengdu Special Education School), which took the first step for disabled students in our city to continue to receive secondary vocational and technical education after completing compulsory education.

(3) The policy guarantee for special education has been gradually improved. In September 2003, the municipal government issued the Opinions on Further Strengthening Special Education (Cheng Fu Fa [2003] No.57), which determined the direction of the reform and development of special education in the city, defined the overall development goal and put forward specific development requirements. According to the spirit of provincial and municipal documents related to special education, all districts (cities) and counties have formulated relevant work opinions in light of local conditions to ensure that special education enters a standardized and institutionalized track.

(4) The assistance system for disabled children and adolescents in compulsory education has been gradually improved. In the past five years, 263 15 person-times of "subsidizing disabled students from poor families" have been implemented, and the amount of subsidy reached16.47 million yuan. Through the implementation of the "two exemptions and one subsidy" policy, the "Chengdu Disabled Persons' Self-improvement Scholarship" and "Poor People's Scholarship" were issued, effectively reducing the economic burden of children with disabilities in schools.

(5) Existing problems and deficiencies. First, the subject of responsibility is unknown. The responsibilities and functions among the three levels of governments at city, district (city) and county levels, between government departments and between departments and social organizations are unclear, a unified and effective organization and coordination mechanism has not been established, and there is a lack of support and overall synergy of administration according to law. Second, insufficient investment. The existing special education schools (centers) have narrow campus space, insufficient planned classes, lack of functional classrooms, incomplete infrastructure, less equipment, teaching AIDS and learning tools, poor quality, unbalanced development of information construction, and there is a certain gap between running conditions and ordinary primary and secondary schools. Third, the school-running system of special education needs to be improved. Pre-school education, senior high school education (with emphasis on vocational education) and higher education systems have not yet been established.