China had an enlightened policy towards the disabled in ancient times. During the Xia, Shang and Zhou Dynasties, there were provisions on tax relief for the disabled. It is recorded in "Li Zhoudi Guan Da Situ" that "six benefits support the public, one day support the young, two days help the old, three days help the poor, four days help the poor, five days get rid of illness and six days enjoy". In the spring and autumn period, this policy took the form of asking for illness and raising illness (receiving illness and raising illness and providing food and clothing for officials). From the Qin and Han Dynasties to the Ming and Qing Dynasties, enlightened rulers set up special institutions to pay attention to the living conditions of the disabled and provide them with systems such as "mourning fields", "Futian system" and "nursing homes". In ancient China, the disabled were treated equally in the employment mechanism. In the Zhou Dynasty, there were blind musicians and corresponding official positions. Sun Bin and Sima Qian were physically disabled, but they were still reused after being sentenced.
The Early Stage of Special Education: the Emergence of Modern Special Schools
In the long feudal society, the development of special education was extremely slow, even stagnant. Until 1874, Willi-am Murray, a native of church of scotland, established the "Gu Sou Wentong Pavilion" (now Beijing School for the Blind) in Beijing, and the American missionary Miles and his wife (CY&: Ar Fi Pass (Yantai Deaf-mute Center School) was founded in Dengzhou (Penglai), Shandong Province. At the beginning of the 20th century, Zhang Qian, Zhou Yuexian and others took the lead in establishing specialized schools. 192 1 year, the primary school affiliated to Jiangsu Third Normal University opened a "special student" for children with mental retardation, which opened a new era for the development of special education in China.
China's modern institutionalized special education originated from learning from the West. 1922 "Supplementary Provisions" of "New Academic System" should pay attention to special education, which is a special education in the history of China's academic system. Chen Heqin attended the International Conference on Early Childhood Education from July 1934 to March 1935, and went to
Britain, France, Belgium, the Netherlands, Germany, Denmark, the former Soviet Union, Poland, Austria, Italy, Switzerland, etc. 1 countries made an education survey, and in August of135, 10, it was put forward: "May the whole country be blind and dumb children with disabilities. This indicates that the educational researchers in China have turned the research object from healthy children to special children, which is the embodiment of educational democratization and human progress. Special education schools in the modern sense are struggling to develop in China's specific contradictory cultural atmosphere, low economic level and turbulent social environment. The special education schools founded by China people themselves in the early days were responsible for training special education teachers, and devoted themselves to building a special education system through running schools. Liu Yu 19 16 founded a school for the blind in Hunan, which was one of the early special schools in China. 192 1 has added a normal department to train special education teachers. Industrialist Zhang Qian also founded Nantong School for the Blind in 19 16. Chen Heqin (1892- 1982) shows great concern for special children from the perspective of devoting himself to scientific and democratic education in China. He was the first person to list childish education, national education and special education as the development heights of children's education in China. He fully realized the value of developing special education to social progress and actively appealed to the society to pay attention to the education and development of special children. He believes that only education that pays attention to the psychology of special children is scientific education. When he taught pediatrics in the specialized courses of Shanghai National Preschool Teachers College, he devoted a chapter to the problems of mentally retarded children: special education should pay attention not only to their physical defects, but also to their psychology. Because special children have many special psychology different from normal children, special education should be based on science. He also studied the psychology of deaf-mute children, stuttering children and mentally retarded children.
The development stage of special education: the formation of modern special education system
Before the founding of New China, there were 42 schools for the blind and deaf, with 2,380 students. The special education schools in old China were limited to the education of blind and deaf children, and most of them were private schools. After the founding of New China, Zhou Enlai signed the Decision on the Reform of Education System in 195 1, which stipulated the establishment of special schools for the deaf and blind, marking that special education has become an important part of the national education system in New China, and the development of special education has entered a new stage. Especially 1988, the first national special education conference was held, which was a milestone in the development history of special education in China.
From the early days of the founding of New China to the mid-1980s, special education schools have been the main form of implementing special education in Chinese mainland. 1954 Before the Cultural Revolution, students from the former Soviet Union conducted experiments on mental retardation education in Beijing and Shanghai. From 65438 to 0979, special education classes for mentally retarded children were established in Beijing, and the first batch of schools for mentally retarded children were established from 65438 to 0983.
From 65438 to 0985, in order to save money and increase the enrollment rate of disabled children, many areas adopted the form of setting up special education classes in ordinary schools; Based on the educational concept of returning to the mainstream, Beijing, Shanghai and other places began to try to absorb disabled children in ordinary classes, and later became "learning in regular classes". With the promulgation of the Compulsory Education Law and the implementation of the Law on the Protection of Disabled Persons and the Regulations on Education for Disabled Persons, the task of developing special education is imminent. Since 1990, in order to educate mentally retarded children in rural areas, there has also been a form of placement in the same class, which is consistent with the international integrated education or inclusive education. After that, China has formed a variety of school-running forms with a large number of special education classes and ordinary classes as the main body and a certain number of special education schools as the backbone.
arouse
1. Treat special education rationally
Rational treatment of the development process of the concept of special education, the formation of a scientific concept of special children's education, the protection of disabled children's equal right to education and development, the restoration and treatment of their physical and mental functions, so that they can be as close as possible to the physiological or psychological functions of normal people, which is the way to achieve real development.
Strengthen the integration and cooperation between special education and general education, and improve the quality of social integration through home-school cooperation; Let children with special needs get real help and education. Personalized education is implemented in general education classes, and special educational technology is applied in general education courses, so that the general education courses can accommodate the diversity of children's needs to the greatest extent.
2. Gradually form special education with China characteristics.
Although the emergence of special education schools in China is later than that in Europe, the understanding of the disabled has a simple materialistic color and a humanitarian tendency, and its development and changes have their own unique forms and special cultural connotations. The practice of special education is closely related to respecting and protecting people's basic rights.
Treating disabled children fairly and humanely and respecting their personality and personality development needs are the signs of human civilization and progress. The development level of special education in China is one of the important symbols to measure China's comprehensive national strength and civilization. Special education laws and regulations are a powerful guarantee to promote the development level of special education, so it is particularly important to improve special education laws and regulations. Since the reform and opening up, China has promulgated a series of laws and regulations on special education, such as the Education Law, the Compulsory Education Law, the Law on the Protection of Disabled Persons, the Regulations on Special Education and the Provisional Regulations on Special Schools, which have promoted the legalization of special education in China. However, the current laws and regulations on special education are difficult to adapt to its development, which shows that some regulations lag behind the practice of special education and are not operable.
The law is not strong enough. Therefore, the concept of modern special education should be introduced into the special education law to clarify the rights and obligations of compulsory education.
The key to the quality of education lies in teachers, but there is a serious shortage of specially trained special education teachers in China. 1989-2000, the national special education subsidy was only 200 million RMB. Therefore, we should increase the investment in special education as much as possible, make special education and general education develop simultaneously, strive to provide the most suitable education for the disabled and talented people, provide the disabled with equal rights to participate in social life, and let them have a high-quality life.