Chapter I General Principles
Article 1 In order to strengthen the internal standardized management of special education schools, comprehensively implement the education policy and comprehensively improve the quality of education, these Regulations are formulated in accordance with the relevant national education laws and regulations.
Article 2 The term "special education schools" as mentioned in these Regulations refers to institutions specially established by the government, enterprises and institutions, social organizations, other social organizations and individual citizens to provide compulsory education for disabled children and adolescents.
Article 3 The educational system of special education schools is generally nine years.
Article 4 Special education schools shall implement the national education policy and carry out education according to students' physical and mental characteristics and needs, so as to lay a foundation for students to participate in social life on an equal footing, continue to receive education and become builders and successors of the socialist cause.
Article 5 The training objectives of special education schools are: to cultivate students' initial feelings of loving the motherland, people, labor, science and socialism, to have good moral quality, and to develop civilized, polite and law-abiding behavior habits; Master basic cultural and scientific knowledge and basic skills, and initially have the ability to analyze and solve problems by using what you have learned; Master the basic methods of physical exercise, have good personal hygiene habits, and improve physical fitness and health level; Have a healthy aesthetic taste; Master certain knowledge and skills in daily life, labor and production; Initially master the basic methods of compensating their own defects, and get a certain degree of rehabilitation of physical and mental defects; Initially establish the spirit of self-esteem, self-confidence, self-reliance and self-improvement and the consciousness of safeguarding their legitimate rights and interests, and form the basic ability to adapt to society.
Article 6 The basic teaching language of special education schools is Chinese. Schools should promote the use of putonghua and standardized characters commonly used throughout the country, as well as Braille and sign language promoted by the state. Schools that mainly recruit minority students can use the spoken and written languages, Braille and sign language commonly used by their own nationalities or local nationalities for teaching, and should offer Chinese courses at appropriate grades according to actual conditions. Mandarin and standardized Chinese characters should be used in offering Chinese courses.
Seventh special education schools implement the principal responsibility system, and the principal is fully responsible for the teaching and other administrative work of the school.
Article 8 In accordance with the principle of "graded management and division of responsibilities", special education schools implement education under the leadership of local people's governments. Special education schools shall accept the inspection, supervision and guidance of the education administrative department or the superior competent department, and truthfully report their work and reflect the situation. At the end of the school year, the school should report to the competent administrative department of education, and major issues should be reported at any time.
Chapter II Admission and Student Status Management
Ninth special education schools recruit school-age disabled children and adolescents who are suitable for school study to receive compulsory education. The enrollment scope shall be determined by the competent administrative department of education. School starts in autumn. Schools should make necessary understanding and evaluation of the types, causes, degrees and physical and mental development of disabled children and adolescents.
Tenth special education schools should determine the class size according to the principle of benefiting education and teaching and students' physical and mental health.
Eleventh special education schools for students who can not continue their studies due to illness (must have a certificate from a medical unit at or above the county level), after approval by the competent administrative department of education, allow them to drop out of school. If you have been out of school for more than three months, the school can enroll in the corresponding grade according to its actual situation and after soliciting the opinions of yourself, their parents or other guardians.
Twelfth special education schools should accept disabled children and adolescents who are not suitable to continue studying in ordinary schools and apply for transfer, and include them in the corresponding grades according to their actual conditions. Schools shall properly arrange disabled children and adolescents who have transferred to other schools due to changes in household registration and have been recognized as qualified by the administrative department of education, and shall not refuse. Disabled children and juvenile schools that apply for schooling outside the scope of enrollment may be allowed to borrow students with the approval of the competent education administrative department, and may charge borrowing fees in accordance with relevant regulations.
Thirteenth special education schools shall issue graduation certificates to those who have completed the prescribed courses and passed the grades, and certificates of completion to those who have failed; For those who have completed compulsory education but have not completed the prescribed courses, associate degree certificates will be issued; For those who have not completed compulsory education, academic certificates may be issued as appropriate. Schools generally do not implement the system of repeating grades.
Fourteenth special education schools may allow students whose academic ability reaches the higher grade level in advance to study in the corresponding grade or to study related courses in the corresponding grade in advance. After examination, students who can attend regular schools should apply to the competent education administrative department for transfer after obtaining the consent of themselves, their parents or other guardians.
Article 15 Special education schools shall commend students with excellent academic performance, give help or criticism and education to students with mistakes, and give warnings, serious warnings and demerits to a very small number of students with serious mistakes. Schools are generally not allowed to expel school-age students in compulsory education.
Sixteenth special education schools should prevent school-age students who have not completed compulsory education from dropping out of school. If they find that a student has dropped out of school, they should immediately report to the competent department and cooperate with the relevant departments to resume their studies according to law. Seventeenth measures for the administration of special education schools shall be formulated by the provincial education administrative department.
Chapter III Education and Teaching Work
Eighteenth the main task of special education schools is education and teaching, and other work should be conducive to the development of education and teaching. The school's education and teaching work should be geared to all students, insist on teaching students in accordance with their aptitude, improve teaching methods, give full play to the overall functions of various courses, and promote the all-round development of students.
Nineteenth special education schools should carry out education and teaching in accordance with the national curriculum plan and syllabus of special education schools. Textbooks used in schools must be examined and approved by the administrative department of education at or above the provincial level; Experimental teaching materials and local teaching materials must be approved by the competent education administrative department before they can be used. Schools should adopt different teaching systems and various forms of teaching organization according to the actual situation and special needs of students.
Twentieth special education schools should arrange education and teaching work in accordance with the school calendar promulgated by the administrative department of education. Special education schools are not allowed to suspend classes at will. If it is necessary to suspend classes under special circumstances, it shall be decided by the principal within one day and reported to the county-level education administrative department for the record; For more than one day, it shall be approved by the people's government at the county level.
Twenty-first special education schools shall not organize students to participate in commercial celebrations, performances and other activities, and participation in other social activities shall not affect the order of education and teaching and the normal work of the school.
Twenty-second special education schools should put moral education in an important position, combine the actual situation of schools and students, and pay attention to practical results. The principal is responsible for the moral education in the school, and the teaching staff participate in it, so as to implement the organization, system, content, base and time; It should be closely integrated with family education and social education.
Twenty-third special education schools should adhere to the positive education of students, pay attention to protecting students' self-confidence and self-esteem, and must not be sarcastic or abusive. Corporal punishment and corporal punishment in disguised form are strictly prohibited.
Twenty-fourth special education schools should set up a class teacher in each class, responsible for managing and guiding the overall work of the class. The head teacher shall perform the duties of the head teacher stipulated by the state, strengthen the contact with teachers of various subjects, other school personnel and parents of students, understand the students' ideological, moral, academic and physical and mental rehabilitation, and coordinate the education and rehabilitation work. The head teacher should write comments according to the students' performance every semester.
Twenty-fifth special education schools should give students targeted homework to consolidate knowledge, develop skills and rehabilitation training according to their actual conditions.
Twenty-sixth special education schools should attach importance to physical education and aesthetic education. Schools should actively carry out various forms of sports activities in light of students' reality to enhance students' physique. Schools should ensure that students have no less than one hour of physical activity every day. Schools should set up good art courses, pay attention to cultivating students' interests, hobbies and specialties, and other disciplines should also give play to aesthetic education functions from their own disciplinary characteristics. Aesthetic education should combine students' daily life and put forward aesthetic requirements from the aspects of clothing, appearance, language and behavior.
Twenty-seventh special education schools should pay special attention to labor education, labor technology education and vocational education. Schools should carry out labor education for junior and middle school students, cultivate students' thoughts of loving labor, loving working people and cherishing the fruits of labor, cultivate their ability to engage in self-service, housework and simple productive labor, and develop good labor habits; According to the actual situation, we should carry out labor technology education and vocational education for senior students to improve their employability. School labor education, labor technology education and vocational education should be implemented in terms of content, teachers and venues. Schools should actively carry out work-study programs and run school-run industries well; The production and service activities of work-study programs and school-run industries should be combined with labor education, labor technology education and vocational education. Students' participation in work-study programs should be based on the principle of being conducive to students' physical and mental health and development.
Twenty-eighth special education schools should take the physical and mental rehabilitation of students as an important part of education and teaching, and carry out targeted rehabilitation training according to the types and degrees of students' disabilities to improve the quality of training. Instruct students to use rehabilitation equipment and appliances correctly.
Twenty-ninth special education schools should attach importance to students' physical and mental health education, cultivate students' good psychological quality and health habits, and improve students' ability to protect and rationally use residual functions; Timely and appropriate adolescent education.
Thirtieth special education schools should strengthen the guidance of activity courses and extracurricular activities, so as to implement the content and guide teachers and venues in place; It is necessary to contact ordinary schools, young people's after-school education institutions and students' families, organize useful activities, and arrange students' after-school life. Schools organizing students to participate in competitions and awards must implement the relevant provisions of the administrative department of education.
Thirty-first special education schools should evaluate the quality of education and teaching, especially the teaching process, through various forms under the guidance of the curriculum plan and syllabus. Schools are not allowed to evaluate the quality of education and teaching and teachers' work only by students' academic test scores. The school should evaluate the students' rehabilitation of moral, intellectual, physical and intellectual defects 1-2 every academic year, and make a final evaluation when they graduate. The evaluation report should be included in the student file. For students with vision and hearing and speech disabilities, the subjects of the final exam in grade 1-6 are Chinese and mathematics, and the scores of other subjects are determined through the exam; Students in grades 7-9 have three subjects in the final exam: Chinese, teaching, labor technology or vocational skills, and other subjects have passed the exam evaluation. The final exam is proposed by the school, and the examination methods should be varied, and the difficulty and number of questions should be moderate. The graduation examination subjects, examination methods and proposition authority of students with visual, hearing and speech disabilities shall be determined by the provincial education administrative department. Students with mental retardation mainly determine their grades through the usual exams, and the subjects and methods of the exams are determined by the school.
Thirty-second special education schools should actively carry out education and teaching research, use scientific education theory to guide education and teaching work, and actively promote scientific research results and successful education and teaching experience.
Thirty-third special education schools should make reasonable arrangements for work and rest, and students should not engage in teaching activities in school for more than the class hours specified in the curriculum plan every day. Students who receive labor technical education and vocational education shall not spend more than 3 hours in labor practice every day; The intensive production practice in graduation grade shall not exceed 6 hours every day, and the labor intensity shall be strictly controlled.
Chapter IV Principals, Teachers and Other Personnel
Thirty-fourth special education schools may have principals, vice principals, directors, teachers and other personnel according to the establishment.
Article 35 The principal of a special education school is the administrative person in charge of the school. The headmaster shall have and meet the qualifications and post requirements stipulated by the state and perform the duties stipulated by the state. The principal is appointed or employed by the school sponsor or the higher authorities of the sponsor; The vice president and the director of teaching (general affairs) shall be nominated by the principal and appointed or employed according to relevant regulations and procedures. The principal of a special education school run by social forces shall be approved by the administrative department of education and appointed by the school board or the school sponsor. Principals should strengthen their study of education and its related laws, regulations and educational theories, be familiar with special education business, constantly strengthen their self-cultivation, improve their management level, and run schools according to law.
Article 36 Teachers in special education schools should have the corresponding teacher qualifications and post-holding conditions stipulated by the state, have the spirit of socialist humanitarianism, care for disabled students, master special education professional knowledge and skills, abide by professional ethics, complete education and teaching work, and enjoy and perform the rights and obligations stipulated by law.
Thirty-seventh other personnel in special education schools should have corresponding ideological, political and professional qualities, and their specific qualifications and responsibilities shall be formulated by the administrative department of education or the school in accordance with the relevant provisions of the state.
Thirty-eighth special education schools shall, in accordance with the relevant provisions of the state, implement the system of appointment of teachers and scientific management of teachers and other personnel.
Thirty-ninth special education schools should strengthen teachers' ideological, political and professional ethics education, attach importance to the professional training and continuing education of teachers and other personnel, formulate continuing education plans, and actively create conditions for teachers and other personnel to continue their studies. Teachers and other personnel should be based on the needs of school work, focusing on on-the-job, self-study, teaching subjects and work.
Article 40 Special education schools should establish and improve the system of rewards and punishments and professional assessment files, comprehensively and scientifically assess the work of teachers and other personnel from the aspects of morality, ability, diligence and performance, pay attention to work performance and achievements, and reward the excellent and punish the poor according to the assessment results.
Chapter V Organization and Daily Management
Forty-first special education schools can set up institutions (or posts) and personnel responsible for educational affairs and general affairs according to their scale. Assist the headmaster to do the relevant work. Special education schools that recruit more than two types of disabled students can set up corresponding management posts, and the specific responsibilities are determined by the school.
Forty-second special education schools should establish a staff congress system in accordance with the relevant provisions of the state, and strengthen democratic management and supervision of schools. sequence
Forty-third principals should rely on the party's school (local) grass-roots organizations to give full play to the role of trade unions, the Communist Youth League, the Young Pioneers and other organizations in school work.
Forty-fourth special education schools shall, in accordance with the relevant laws, regulations and policies of the state, establish and improve various rules and regulations and establish complete files on students, education and teaching.
Forty-fifth special education schools should establish and improve the daily management system for students and ensure its implementation. The daily management of students should closely cooperate with the community and family.
Forty-sixth special education schools should set up teaching areas and living areas in accordance with the principles of being conducive to management, education, teaching and safety.
Forty-seventh boarding special education schools implement a 24-hour guardianship system. Full-time or part-time staff should be set up to take charge of students' life guidance and management, and keep in touch with the class teacher frequently.
Chapter VI Health Care and Safety Work
Forty-eighth special education schools should conscientiously implement the laws, regulations and policies of the state on school health work, and establish and improve the school health work system.
Forty-ninth special education schools' campuses, buildings, equipment, teaching AIDS, learning tools and books should be conducive to students' physical and mental health. Schools should do a good job in preventing infectious diseases and common diseases.
Fiftieth special education schools should pay special attention to the safety protection of students and establish and improve the safety work system. School buildings, facilities, equipment, teaching AIDS, learning tools and so on. Should meet the safety requirements. Various activities organized by schools should take safety protection measures to ensure the safety of teachers and students. Schools should carry out safety education and training according to the characteristics of students, and cultivate students' safety awareness and self-care and self-help ability in dangerous situations.
Fifty-first special education schools should be equipped with full-time or part-time school doctors, under the leadership of the principal, responsible for school health care and teaching, life and health supervision. Schools should establish students' health records and conduct physical examinations for students at least once a year; Pay attention to protecting students' residual functions.
Fifty-second special education schools should strengthen diet management. The venue, equipment, utensils and meals of the canteen shall conform to the hygienic standards stipulated by the state, and pay attention to the reasonable nutritional collocation of students' diet. It is necessary to formulate measures to prevent intestinal infectious diseases and food poisoning, and establish a regular physical examination system for canteen staff.
Chapter VII Campus, School Building, Equipment and Funds
Article 53 The conditions and funds for running a special education school shall be provided by the school sponsors, and the construction of campus and school buildings shall be implemented in accordance with the standards for the construction of special education schools promulgated by the state. Schools should have teaching instruments and equipment, special testing equipment, rehabilitation equipment, cultural and sports equipment and books and materials that meet the prescribed standards; It is necessary to create conditions for modern education, teaching and the allocation of rehabilitation equipment.
Fifty-fourth special education schools should pay special attention to the construction of campus environment, do a good job in campus greening and beautification, do a good job in campus culture construction, and form a good educational environment.
Fifty-fifth special education schools shall abide by the relevant provisions on the management and use of school buildings and venues. , without the approval of the competent department, shall not change its use; It is necessary to repair and maintain the school facilities in time, keep them solid, practical, clean and beautiful, and stop using them immediately when dangerous buildings are found, and report to the competent department.
Fifty-sixth special education schools should strengthen the management of instruments, equipment, materials and books, respectively, in accordance with the relevant provisions to establish and improve the management system, maintain the intact rate, improve the utilization rate.
Fifty-seventh special education schools should exempt students who receive compulsory education from tuition fees and reduce miscellaneous fees for students with difficult family life. The fees charged by special education schools shall be strictly in accordance with the charging items stipulated by the provincial people's government and the standards and measures formulated by the people's governments at or above the county level. Governments at all levels should set up grants to help students with financial difficulties go to school.
Fifty-eighth special education schools run industries and part of the work-study program income turned over to the school, should be used to improve school conditions, improve the welfare of teaching staff and improve students' learning and living conditions. Schools can accept social donations according to relevant regulations.
Fifty-ninth special education schools should scientifically manage and rationally use school funds to improve the efficiency of use. It is necessary to establish and improve the fund management system and accept the supervision of the financial and auditing departments at higher levels.
Chapter VIII School, Society and Family
Sixtieth special education schools should establish contacts with streets (communities), villagers' committees and nearby ordinary schools, organs, organizations, troops, enterprises and institutions, strive for the support of all sectors of society for school work, and optimize the educational environment.
Article 61 Special education schools shall, under the leadership of local education administrative departments, guide special education classes and disabled children and adolescents in ordinary schools to study in regular classes, train special education teachers in ordinary schools, organize educational and teaching research activities, and put forward suggestions on the reform and development of local special education.
Sixty-second special education schools should establish a contact system with parents of students through various forms to let parents know about school work, solicit their opinions on school work, and help parents create a good family education environment.
Sixty-third special education schools should strengthen contact with local organizations, enterprises and institutions for the disabled, understand the social needs of employment for the disabled, solicit opinions and suggestions from graduate receiving units on school education, and promote school education and teaching reform.
Sixty-fourth special education schools should provide education and rehabilitation consulting services for local off-campus disabled workers, disabled children and adolescents and their parents.
Chapter IX Supplementary Provisions
Article 65 A special education school shall, in accordance with the provisions of the Education Law of the People's Republic of China, the Compulsory Education Law of People's Republic of China (PRC), the Regulations on Education for the Disabled and these Detailed Rules, formulate its bylaws in light of the actual situation. Special education schools undertaking the pilot task of education reform may adjust some requirements in these Provisions with the approval of the provincial education administrative department.
Article 66 These Regulations apply to special education schools. Special education classes attached to ordinary schools, non-compulsory education institutions of special education schools and special education schools that implement vocational education may refer to the relevant contents.
Article 67 The education administrative departments of all provinces, autonomous regions and municipalities directly under the Central Government may formulate implementation measures according to these Regulations.
Article 68 These Rules shall come into force as of the date of promulgation.
Summary of school epidemic prevention and control work 1
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