(2) When arranging the special education environment, the following forms can be considered:
① study in regular classes. That is, disabled children who need special education are allowed to enter the classrooms of ordinary schools for full-time or half-day education activities.
② Ordinary classes plus itinerant tutoring. That is, special children are placed in ordinary classes, and itinerant tutors provide part-time teaching for special children regularly or irregularly, or consult teachers in ordinary classes to explore counseling strategies for special children.
③ Ordinary classes plus resource classrooms. The resource classroom is a teaching place for remedial classes for special children in primary and secondary schools. It is separated from ordinary classrooms and equipped with special teaching materials, equipment and specially trained teachers. It can be used for two purposes: first, it can help students overcome their learning problems by providing individual counseling or group teaching, and by remedying their lack of skills or compensating their weaknesses; Second, specially trained teachers provide advice and help to students who are difficult for ordinary teachers to cope with.
④ Set up special classes. That is, special children with similar educational needs are concentrated in one class for education. This special class is usually attached to ordinary primary and secondary schools and is aimed at children with mild and moderate disabilities.