The Central Committee of the Communist Party of China and the State Council attach great importance to special education. The 18th National Congress of the Communist Party of China called for supporting special education, the Third Plenary Session of the 18th Central Committee called for promoting the reform and development of special education, and the Fifth Plenary Session of the 18th Central Committee explicitly called for running special education well. Premier Li Keqiang instructed "Let disabled children receive a good education with others under the blue sky". In 20 14, the General Office of the State Council forwarded the Special Education Promotion Plan (20 14-20 16) formulated by the Ministry of Education and other seven departments, taking "formulating and promulgating the curriculum standards of special education schools for the blind, deaf and mentally retarded" as an important task.

This is the first set of systematic learning standards specially formulated for disabled students since the founding of New China. It is a concentrated summary of the experience of the development of special education and the reform of education and teaching in China for many years, which fully embodies the great importance attached by the party and the state to the education of disabled children. As the top-level design of special education teaching reform at present and in the future, this set of curriculum standards is of special significance for further improving the quality of special education, running special education well and promoting educational equity.

Extended data:

When formulating the curriculum standards for compulsory education in three types of special education schools, we mainly adhere to three basic principles:

First, adhere to the party's education policy in an all-round way, implement the fundamental requirements of Lide Shu Ren, organically integrate into the socialist core values, and strive to promote the all-round development of disabled students.

Second, adhere to the combination of generality and particularity, and properly handle the relationship between special education curriculum standards and ordinary school curriculum standards, which not only connects with ordinary school curriculum standards, but also fully reflects the characteristics and independence of special education.

Third, adhere to the physical and mental characteristics of disabled students and the law of learning development, fully consider the multiple needs of different types of disabled students, highlight the potential development and functional compensation of disabled students, and strive to promote the better integration of disabled students into society.

Reference: People's Republic of China (PRC) Ministry of Education-Director of the Second Division of Basic Education of the Ministry of Education, responsible for "blindness, deafness and harmony".