(1) While carrying out ideological and cultural education, strengthen physical and mental compensation and vocational and technical education;
(two) according to the type of disability and the ability to accept, to take general education or special education;
(three) the curriculum, teaching materials, teaching methods, enrollment and school age of special education can be moderately flexible.
Article 20 Education for the disabled should follow the principle of combining popularization with improvement, focus on popularization, focus on developing compulsory education and vocational and technical education, actively develop pre-school education, and gradually develop education above senior secondary level.
Article 21 The State establishes educational institutions for the disabled, and encourages social forces to run schools and donate money for education.
Twenty-second general education institutions should educate disabled people who have the ability to receive general education.
Ordinary primary schools and junior secondary schools must recruit disabled children and adolescents who can adapt to their study and life; Ordinary senior secondary schools, secondary specialized schools, technical schools and institutions of higher learning must recruit disabled candidates who meet the admission standards set by the state, and may not refuse to recruit them because of their disabilities; Refuse to enter school, the parties or their relatives or guardians may request the relevant departments to deal with it, and the relevant departments shall order the school to enter school.
Ordinary preschool education institutions should accept disabled children who can adapt to their lives.
Article 23 Preschool education institutions for disabled children, classes for disabled children attached to ordinary preschool education institutions, preschool classes of special education schools, welfare institutions for disabled children and families of disabled children shall provide preschool education for disabled children.
Special education schools below junior middle school and special education classes attached to ordinary schools implement compulsory education for disabled children and adolescents who do not have the ability to receive general education.
Special education schools above senior secondary school, education classes attached to ordinary schools and vocational and technical education institutions for the disabled shall provide cultural education above senior secondary school and vocational and technical education for qualified disabled people.
Twenty-fourth relevant government departments, units where disabled people work and the society should carry out illiteracy eradication, vocational training and other adult education for disabled people and encourage them to become self-taught.
Article 25 The state shall establish normal schools and specialties for special education at all levels in a planned way, and attach special education classes (departments) to ordinary normal schools to train and train special education teachers. Ordinary normal colleges offer special education courses or teach relevant contents, so that ordinary teachers can master the necessary special education knowledge.
Special education teachers and sign language interpreters enjoy special education allowance.
Article 26 The relevant government departments shall organize and support the research and application of Braille and sign language, the compilation and publication of special education teaching materials, and the development, production and supply of special education teaching AIDS and other auxiliary articles.
Defined by law