Temporary Regulations for Special Education Schools December 2, 1998, the Ministry of Education of the People's Republic of China*** and the State of China's Temporary Regulations for Special Education Schools were discussed and adopted by the Ministerial Office on December 1, 1998, and are hereby issued and shall come into force on the date of issuance.
Chapter I: General Provisions
Article 1 In order to strengthen the standardized management within special education schools, fully 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 special education schools referred to in these regulations refer to institutions organized by the government, enterprises, public organizations, social groups, other social organizations and individual citizens in accordance with the law, which specialize in the compulsory education of children and adolescents with disabilities.
Article 3 The school system of special education schools is generally a nine-year system.
Article 4 Special education schools shall carry out the national education policy, implement education in accordance with the physical and mental characteristics and needs of the students, and lay the foundation for them to participate in social life on an equal footing, to continue their education, and to become builders and successors of the socialist cause.
Article 5 The objectives of special education schools are: to cultivate in students a preliminary love of the motherland, the people, labor, science and socialism, a good moral character, and civilized, polite and law-abiding behavior; to master basic cultural and scientific knowledge and basic skills, and a preliminary ability to analyze and solve problems by applying what they have learned; to master basic methods of exercise, and to have a good personal and mental ability; and to have a good understanding of the importance of the human condition, and to have a good understanding of how to exercise. The basic methods of physical exercise, have better personal hygiene habits, physical quality and health level has been improved; have a healthy aesthetic taste; master certain knowledge and skills of daily life, labor, production; preliminary grasp of the basic methods of compensation for their own defects, physical and mental defects have been rehabilitated to a certain extent; initially set up self-esteem, self-confidence, self-improvement, self-reliance and protect their legitimate rights and interests, and the formation of the basic ability to adapt to the society. The basic ability to adapt to society.
Article 6: The basic language of instruction in special education schools shall be Chinese. The schools shall promote the use of Putonghua and standardized characters in common use throughout the country, as well as Braille and sign language promoted by the State. Schools enrolling mainly ethnic minority students may use the common language and script of their own or local ethnic groups, as well as Braille and sign language, for teaching purposes, and shall, in the light of the actual situation, offer courses in the Chinese language at the appropriate grades, which shall be conducted using Putonghua and standardized Chinese characters.
Article 7: The principal shall be responsible for the teaching and other administrative work in special education schools.
Article 8 In accordance with the principle of "hierarchical management and division of labor", special education schools shall carry out educational work under the leadership of the local people's government. Special education schools shall be subject to the inspection, supervision and guidance of the administrative department of education or of the higher authorities, and shall report truthfully on their work and reflect the situation. At the end of the school year, the school shall report its work to the competent educational administrative department, and major problems shall be reported at any time.
Chapter 2 Enrollment and School Registration Management
Article 9 Special education schools enroll school-age children and teenagers with disabilities who are suitable for schooling at the compulsory education stage. The scope of enrollment shall be determined by the competent educational administrative department. Schools start in the fall. Schools shall carry out the necessary understanding and assessment of the type, cause, degree and physical and mental development of the disabilities of the enrolled disabled children and adolescents.
Article 10: Special education schools shall determine the number of teaching classes on the basis of the principle that it is conducive to education and teaching as well as to the physical and mental health of the students.
Article 11: Special education schools shall suspend students who are unable to continue their studies due to illness (with certificates from medical institutions at or above the county level) after submitting them to the competent educational administrative department for approval. If the suspension lasts for more than three months, the school may, upon resumption of study, assign the student to the appropriate grade according to the actual situation and after consulting him/her and his/her parents or other guardians.
Article 12: Special education schools shall accept children and adolescents with disabilities who apply for transferring to other schools, as approved by the competent educational administrative department, and who are not suitable to continue to study in ordinary schools, and shall, in accordance with their actual situation, be organized into the corresponding grades. Schools that apply for transfer due to a change in household registration, and that have been examined and approved by the competent educational administrative department as meeting the requirements for children and adolescents with disabilities, shall make appropriate arrangements in a timely manner, and shall not refuse to accept them. Schools outside the scope of enrollment of disabled children and teenagers applying for schooling, approved by the competent educational administrative department, may be allowed to borrow, and may be charged in accordance with the relevant provisions of the loan fee.
Article 13 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; certificates of incompletion shall be issued to those who have completed the years of compulsory education but have not completed the prescribed courses; certificates of completion shall be issued to those who have not completed the years of compulsory education, and certificates of completion shall be issued as appropriate. Schools generally do not adopt a system of repeating grades.
Article 14 Special education schools may allow students whose academic ability has reached a higher grade level ahead of time to be promoted to the corresponding grade or to study the relevant courses of the corresponding grade ahead of time. Students who have been examined and found capable of studying with their classes in ordinary schools shall, with the consent of themselves, their parents or other guardians, apply to the competent educational administrative department for a transfer to another school.
Article 15 Special education schools shall give recognition to students with good character and academic performance, and shall give help or criticize and educate students who have made mistakes, and may give warnings, serious warnings and demerits to a very few students who have made serious mistakes. Schools are generally not allowed to expel students of compulsory school age.
Article 16 Special education schools shall prevent school-age students who have not completed their years of compulsory education from dropping out of school, and shall immediately report to the competent authorities when they find that a student has dropped out of school, and cooperate with the relevant authorities to reinstate him or her in school in accordance with the law. Article 17 Measures for the management of school registration in special education schools shall be formulated by the provincial education administrative departments.
Chapter III: Education and Teaching
Article 18 The main task of special education schools is education and teaching, and all other work should be conducive to the development of education and teaching. The educational and teaching work of the school shall be oriented to all students, insisting on teaching according to their aptitudes, improving the educational and teaching methods, giving full play to the overall function of the various types of courses, and promoting the all-round development of the students.
Article 19 Special education schools shall carry out educational and teaching work in accordance with the curriculum plan and syllabus of special education schools formulated by the state. The teaching materials used in the schools shall be examined and approved by the educational administrative departments at or above the provincial level; experimental and vernacular teaching materials shall be approved by the competent educational administrative department before they are used. Schools shall, according to the actual situation and special needs of students, adopt different lecture systems and various forms of teaching organization.
Article 20 Special education schools shall arrange educational and teaching work in accordance with the school calendar issued by the administrative department of education. Special education schools shall not suspend classes arbitrarily; in the event of special circumstances necessitating suspension of classes, the decision shall be made by the principal of the school within one day and shall be reported to the administrative department of education at the county level for the record; in the event of suspension of classes for more than one day, it shall be subject to the approval of the people's government at the county level.
Article 21 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.
Article 22 Special education schools shall place moral education in an important position, and shall implement moral education in the light of the actual situation of the school and the students, focusing on effectiveness. The school's moral education work by the principal is responsible for the participation of teachers and staff to achieve the implementation of the organization, system, content, base, time; to be closely integrated with family education, social education.
Article 23 Special education schools should adhere to the positive education of students, pay attention to the protection of students' self-confidence, self-esteem, not sarcastic, rough pressure, and strictly prohibit corporal punishment and disguised corporal punishment.
Article 24 Special education schools shall set up a class teacher in each teaching class, who shall be responsible for managing and guiding the overall work of the class. The class teacher shall fulfill the duties of the class teacher as stipulated by the state, strengthen the contact with the teachers of each subject, other school personnel and the parents of the students, understand the students' thoughts, morals, academics, physical and mental rehabilitation and other aspects of the situation, and coordinate the education and rehabilitation work. Classroom teachers are required to write comments based on students' performance every semester.
Article 25 Special education schools shall, in accordance with the actual situation of the students, give the students targeted assignments to consolidate knowledge, develop skills and rehabilitation training.
Article 26 Special education schools shall emphasize sports and aesthetic education. Schools should take into account the actual situation of students, and actively carry out various forms of physical activities to enhance students' physical fitness. Schools should ensure that students have no less than one hour of physical activity time every day. Schools should offer good art courses and pay attention to cultivating students' interests, hobbies and specialties, and other subjects should also give full play to the function of aesthetic education in the light of the characteristics of their own disciplines. Aesthetic education should be combined with the students' daily life, put forward dress, instrument, language, behavior and other aspects of aesthetic requirements.
Article 27 Special education schools shall pay special attention to labor education, labor technology education and vocational education. Schools shall implement labor education for students in the lower and middle grades, cultivate students' love of labor, love of working people, and the idea of cherishing the fruits of labor, and develop the ability to engage in self-service, household work and simple production work, and develop good labor habits; they shall implement labor technical education and vocational education for students in the upper grades according to the actual situation, and improve students' labor and employment ability. School labor education, labor technology education and vocational education should be implemented in terms of content, teachers and venues. Schools shall actively carry out work-study activities and run school-run industries; the production and service activities of work-study and school-run industries shall endeavor to combine with labor education, labor technology education and vocational education. Students' participation in work-study activities shall be conducive to students' physical and mental health and development as a principle.
Article 28 Special education schools shall take the physical and mental rehabilitation of students as an important part of education and teaching, and according to the type and degree of disability of students, carry out targeted rehabilitation training and improve the quality of training. Students shall be instructed in the proper use of rehabilitation equipment and appliances.
Article 29 Special education schools shall attach importance to the physical and mental health education of students, cultivate good psychological quality and hygienic habits, and improve the ability of students to protect and reasonably use their residual functions; and shall carry out puberty education at the right time and in the right degree.
Article 30 Special education schools shall strengthen the guidance of activity courses and extracurricular activities, and make sure that the contents are implemented, the instructors are implemented, and the venues for the activities are implemented; they shall liaise with ordinary schools, youth out-of-school educational institutions and students' families, organize useful activities, and arrange for the after-school life of the students. Schools to organize students to participate in competitions, awards, to implement the relevant provisions of the education administration.
Article 31 Special education schools shall, under the guidance of the curriculum plan and syllabus, evaluate the quality of education and teaching in a variety of forms, with particular emphasis on the evaluation of the teaching process. Schools shall not evaluate the quality of education and teaching and the work of teachers solely on the basis of students' academic examination results. Schools are required to evaluate students' moral, intellectual, physical, and mental and physical disabilities 1-2 times per school year, with summative evaluations conducted at graduation, and evaluation reports included in the students' files. For students with visual and hearing-speaking disabilities, the end-of-semester examination subjects for grades 1-6 are language and mathematics, and grades in other subjects are determined by examination; for students in grades 7-9, the end-of-semester examination subjects are language, teaching, and technical or vocational skills for labor, and grades in other subjects are assessed by examination. The end-of-semester exams are set by the school, with a variety of test methods and an appropriate degree of difficulty and number of test questions. The subjects, methods of examination and the authority for proposing questions for the final examination of students with visual and hearing-speaking disabilities are determined by the provincial education administrative departments. The grades of students with intellectual disabilities shall be determined mainly through ordinary examinations, the subjects and methods of which shall be determined by the schools.
Article 32 The special education schools shall actively carry out research on education and teaching, utilize scientific education theories to guide the work of education and teaching, and actively promote the results of scientific research and successful education and teaching experience.
Article 33 Special education schools shall rationally arrange the time for work and rest, and the time spent by students on teaching and learning activities in school each day shall not exceed the hours stipulated in the curriculum plan. Students receiving labor and technical education and vocational education, for labor practice time, no more than 3 hours a day; graduation grade concentrated production practice no more than 6 hours a day, and to strictly control the intensity of labor.
Chapter IV Principals, Teachers and Other Personnel
Article 34 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 head of the school. The principal shall have, meet the conditions of service and job requirements set by the state, and fulfill the duties set by the state. The principal shall be appointed or employed by the school organizer or the organizer's higher authority; the vice-principal and the director of teaching (general affairs) and other personnel shall be nominated by the principal and appointed or employed in accordance with the relevant provisions of the authority and procedures. Principals of special education schools organized by social forces shall be reported to the education administrative department for approval before being appointed by the school board or the school organizer. The principal shall strengthen education and its related laws and regulations, education theory, be familiar with the business of special education, and constantly strengthen their own cultivation, improve the level of management, and the management of the school in accordance with the law.
Article 36 Teachers in special education schools shall have the appropriate qualifications and conditions of service as stipulated by the state, have the humanitarian spirit of socialism, care for students with disabilities, master the professional knowledge and skills of special education, abide by the professional ethics, complete the work of education and teaching, and enjoy and fulfill the rights and obligations stipulated by law.
Article 37 Other personnel of special education schools shall have appropriate ideological, political and business qualities, and their specific conditions of service and duties shall be formulated by the educational administrative departments or schools in accordance with the relevant provisions of the State.
Article 38 Special education schools shall implement the system of appointment and duties of teachers in accordance with the relevant provisions of the state, and implement scientific management of teachers and other personnel.
Article 39 Special education schools shall strengthen the ideological, political and professional ethics education of teachers, pay attention to the business training and continuing education of teachers and other personnel, formulate plans for further training, and actively create conditions for teachers and other personnel for further training. Teachers and other personnel further training should be based on the school's work needs, in-service, self-study, the subjects taught and the work performed.
Article 40 The special education schools shall establish and improve the system of assessment, rewards and punishments, and business assessment files, from the moral, ability, diligence, performance and other aspects of a comprehensive, scientific assessment of teachers and other personnel, focusing on the work performance and performance, and according to the results of the assessment of the rewards for excellence and punishment of poor.
Chapter V: Organization and Daily Management
Article 41 Special education schools may, according to their size, set up internal organizations (or posts) and personnel in charge of teaching and general affairs to assist the principal in doing the relevant work. Special education schools enrolling students with more than two types of disabilities may set up corresponding management positions, the specific duties of which shall be determined by the school.
Article 42 Special education schools shall establish a staff representative meeting system in accordance with the relevant state regulations to strengthen democratic management and democratic supervision of the school. Article
43 The principal shall rely on the Party's school (local) grass-roots organizations, and give full play to the role of trade unions, **** Youth League, Young Pioneers and other organizations in the work of the school.
Article 44 Special education schools shall establish and improve rules and regulations in accordance with relevant state laws, regulations and policies, and set up complete student, education and teaching and other files.
Article 45 Special education schools shall establish and improve the daily management system of students and ensure its implementation. The daily management of students shall be closely coordinated with the community and families.
Article 46 Special education schools shall set up teaching and living areas in accordance with the principles of conducive to management, education and teaching, and safety.
Article 47 A 24-hour guardianship system shall be implemented in boarding special education schools. Full-time or part-time personnel shall be set up to be responsible for the guidance and management of the students' lives, and shall keep in regular contact with the classroom teachers.
Chapter 6: Health Care and Safety
Article 48 Special education schools shall conscientiously carry out national regulations and policies on school health, and establish and improve the school health work system.
Article 49 The campuses, school buildings, equipment, teaching aids, learning aids and library materials of special education schools shall be conducive to the physical and mental health of students. Schools shall do a good job of preventing infectious and common diseases.
Article 50 Special education schools shall pay special attention to the safety and protection of students, and establish and improve the safety work system. School buildings, facilities, equipment, teaching aids and learning aids shall meet the safety requirements. Various on- and off-campus activities organized by the school shall take safety protection measures to ensure the safety of teachers and students. The school shall, according to the characteristics of students, carry out safety education and training, and cultivate students' awareness of safety and the ability to protect and save themselves in dangerous situations.
Article 51 Special education schools shall be equipped with full-time or part-time school doctors who, under the leadership of the principal, shall be responsible for the school's health care work and the supervision of teaching and living hygiene. Schools shall establish student health records and conduct physical examinations for students at least once a year; focusing on the protection of students' residual functions.
Article 52 Special education schools shall strengthen dietary management. The site, equipment, utensils and meals of the cafeteria shall conform to the hygienic standards stipulated by the state, and attention shall be paid to the nutritional and rational mix of the students' diet. Measures to prevent intestinal infectious diseases and food poisoning shall be formulated, and a system of regular medical check-ups for cafeteria staff shall be established.
Chapter VII Campus, School Buildings, Equipment and Funding
Article 53 The conditions and funding of special education schools shall be provided by the school organizers, and the construction of campuses and school buildings shall be carried out in accordance with the State-issued Standards for the Construction of Special Education Schools. Schools shall have teaching instruments and equipment, special testing equipment, rehabilitation equipment, cultural and sports equipment, and books and materials that meet the prescribed standards; conditions shall be created for the deployment of modern educational teaching and rehabilitation equipment.
Article 54 Special education schools shall pay special attention to the construction of the campus environment, improve the greening and beautification of the campus, and improve the construction of the campus culture, so as to form a good environment for educating people.
Article 55 Special education schools shall manage and use school buildings and grounds in accordance with the relevant regulations, and shall not change their use without the approval of the competent authorities; they shall make timely repairs and maintenance of school facilities, keep them strong, practical, clean and beautiful, and stop using them immediately when they are found to be dangerous and report them to the competent authorities.
Article 56 Special education schools shall strengthen the management of instruments, equipment, devices and library materials, etc., respectively, in accordance with the relevant provisions of the establishment of a sound management system, to maintain the rate of perfection, and improve the utilization rate.
Article 57 Special education schools shall exempt students in compulsory education from tuition fees, and reduce or waive miscellaneous fees for students whose families have difficulties in living. Fees charged by special education schools shall be implemented in strict accordance with the fee items stipulated by the people's governments at the provincial level and the standards and methods set by the people's governments at or above the county level. Governments at all levels shall set up scholarships for students with financial difficulties to attend school.
Article 58 The income from school-run industries and work-study in special education schools shall be partially paid to the schools to improve the conditions of running the schools, to enhance the welfare of the teaching staff, and to improve the learning and living conditions of the students. The schools may accept social donations in accordance with the relevant regulations.
Article 59 Special education schools shall scientifically manage and rationally utilize school funds and improve the efficiency of their use. They shall establish a sound system of funds management and accept the supervision of the higher-level financial and auditing departments.
Chapter VIII: Schools, Society and Families
Article 60 Special education schools shall establish contact with streets (communities), villagers' committees and nearby ordinary schools, organs, groups, troops, enterprises and institutions, and strive for support from all walks of life to optimize the environment for the upbringing of children.
Article 61 Special education schools shall, under the leadership of the local education administration department, guide the work of special education classes in ordinary schools and the work of children and adolescents with disabilities in such classes, train teachers of special education in ordinary schools, organize research activities on education and teaching, and put forward proposals for the reform and development of local special education.
Article 62 Special education schools shall establish a system of contact with the parents of their students in various forms, so as to enable the parents to understand the work of the school, to solicit their opinions on the work of the school, and to help them create a good family environment for the upbringing of children.
Article 63 Special education schools shall, in particular, strengthen their contact with local organizations of the disabled and enterprises and institutions, learn about the needs of society for the employment of the disabled, and seek the opinions and suggestions of the receiving units of the graduates on the educational work of the school, so as to promote the reform of the educational and teaching work of the school.
Article 64 Special education schools shall provide counseling and services in education and rehabilitation for local out-of-school workers for the disabled, disabled children and teenagers, and their parents.
Chapter IX Bylaws
Article 65 Special education schools shall formulate school bylaws in accordance with the provisions of the Education Law of the People's Republic of China, the Compulsory Education Law of the People's Republic of China, the Regulations on the Education of the Disabled, and the present regulations, and in light of the actual situation. Special education schools undertaking pilot educational reform tasks may adjust certain requirements in these Regulations after submitting them for approval by the competent provincial education administrative department.
Article 66 These Regulations shall apply to special education schools. Special education classes attached to ordinary schools, non-compulsory education institutions of special education schools and special education schools implementing vocational education may refer to the implementation of the relevant contents.
Article 67 The education administrative departments of provinces, autonomous regions and municipalities directly under the central government may formulate implementation measures in accordance with these Regulations.
Article 68 These Regulations shall come into force on the date of publication.