I hope "reading in the same class" is not "reading in the same class"
This benefit is obvious. Students' attempts will help disabled children integrate into society and work as adults, instead of being isolated from society at home alone. In order to make these special children keep up with the campus life and teaching progress of ordinary schools, the curriculum needs to be adjusted, and specific support should be given to meet their needs. But it will take time for this concept to become a reality. Tai Lihua said that although the state has introduced many policies to promote the protection of disabled children's right to education, in reality, students with disabilities will face many difficulties in "studying in the same class" and it is difficult to really integrate into campus life. Tai Lihua gave an example of a third-grade autistic girl at the seminar. She took part in a dance training class at school, but she couldn't go on stage for various reasons when she performed formally. "The little girl is very sad. This is very strange. Why can't I perform when I rehearse and my classmates can stand on the formal stage? "
"This story shows that learning in regular classes is not inclusive enough, which is not conducive to the healthy development of children's body and mind," Tai Lihua said. At present, the school also lacks teachers with special education teachers. Not understanding the needs and development of special children, the lack of targeted education in schools and the lack of campus culture construction bring new challenges to the integration of disabled children into schools. "I hope to study in an ordinary class, not on my face, not just sitting in this class. It is really implemented in practical actions, so that disabled students can enjoy the quality of education that suits them, which is supported and guaranteed, instead of' sitting in class' or' mixed class reading'. "
Personalized support needs to be improved.
Xu Jiacheng said that through the promotion of the education department and the Disabled Persons' Federation system, integrated education has been gradually carried out in China, but it still lags behind the international level. For example, the proportion of regular classes in China is about 50%, and it can reach about 70% in developed areas such as Beijing, while the advanced level abroad is generally above 80%. In the field of education, China's current integrated education mainly aims at "obvious disabilities", such as blindness, deafness, mental retardation, autism, speech disorder, cerebral palsy and so on. In addition, children with learning disabilities, emotional and behavioral difficulties and attention deficit have not been fully included in integrated education services. In terms of teaching quality, Xu Jiacheng said that integrated education now pays more and more attention to children's right to enjoy compulsory education. What needs to be strengthened in the future is how to provide more effective and suitable education for different individuals. "With the continuous specialization of the educational environment, this is a direction we should work hard."
Jenny Tseng, technical director of the Family Support Center for the Mentally Retarded in Haidian District, Beijing, also said that in recent years, the integrated education in China has developed rapidly, but it still faces some deep-seated challenges in terms of government investment level, number of students in regular classes and policy threshold. "We still tend to regard integrated education as a system that only allows disabled children to enter schools for education, or we should formally understand it. What is inclusive education? Why can it benefit all children? In practice, exploration from this angle is still not enough. "