Huang Xihua (Deputy to the 13th National People's Congress and Deputy Secretary General of Huizhou Municipal Government)
Difficulties and Dilemma in the Process of Integrated Education
In May 1 2065438, the newly revised Regulations on Education for the Disabled came into effect, explicitly prohibiting educational discrimination based on disability, and stipulating that education for the disabled should improve the quality of education, actively promote integrated education and give priority to the development of general education. In order to implement this provision and further guarantee the right of school-age disabled children and adolescents to receive compulsory education, the General Office of the Ministry of Education and the General Office of the China Disabled Persons' Federation jointly issued the Notice on Doing a Good Job in Compulsory Education Admission for Disabled Children and Adolescents, clearly putting forward the requirements of "full coverage and zero rejection" in school placement for disabled children and adolescents.
On September 20 17, with a new batch of primary and secondary school freshmen entering school, the National Alliance of Parents' Organizations of Mentally Retarded Persons, together with Beijing Normal University and Save the Children, conducted a survey on school-age children's enrollment, and completed 9484 questionnaires. The survey results show that among the respondents who applied for admission in 20 17, 69% successfully entered school and 28% failed to receive compulsory education. The reasons for the failure of disabled children's application include: not accepting special children, children's obstacles to attending ordinary schools, failing to ensure the safety of children or classmates, insufficient resources of special schools, limited enrollment and so on. Therefore, in order to effectively protect disabled children's equal right to education, it is necessary to establish and improve an integrated education support system in the education system and ordinary schools as soon as possible.
With the implementation of the newly revised Regulations on Education for the Disabled, more and more regions have increased the intensity of integrated education, but from a nationwide perspective, there are still many difficulties and dilemmas in the development of integrated education.
First of all, at the legal level, the Compulsory Education Law of People's Republic of China (PRC) stipulates that disabled children have the right to receive compulsory education, but the specific provisions concerning the obligations of ordinary schools are controversial. Paragraph 2 of Article 19 of the Law stipulates that "ordinary schools should accept disabled school-age children and adolescents who have the ability to receive general education to study in regular classes", which is contrary to the stipulation in the Convention on the Rights of Persons with Disabilities that "disabled people are not excluded from the general education system because of their disabilities", leaving room for ordinary schools to reject disabled children in reality. Most disabled children were rejected because they could not receive general education.
Secondly, regarding the dispute settlement mechanism for admission, the Regulations on Education for the Disabled stipulates that the county-level education department shall entrust an expert committee to make an assessment, and accordingly put forward suggestions for admission and transfer. However, in the actual operation process, the composition of local expert committees is lack of basis, and the powers and responsibilities of the committees are unclear, so it is difficult to play a role in resolving disputes over enrollment and transfer. The unclear division of labor and responsibilities between the Committee, the local education administrative department and the Disabled Persons' Federation will inevitably lead to conflicts and prevarication in reality.
Third, the Regulations on Education for the Disabled points out that special schools should be supported to set up resource centers, guide and support regular classes, train teachers in ordinary schools, and solicit opinions from parents of disabled students. Because the regulations do not specify the specific responsibilities and obligations of ordinary schools to implement integrated education, ordinary schools, as the main body of the implementation of integrated education, passively implement integrated education and are unwilling to overcome difficulties. The implementation of integrated education is worrying.
Fourth, disabled students often face the risk of dropping out of school after entering ordinary schools. In 20 16, the report on the demand of teachers and parents in regular classes jointly issued by the National Alliance of Parents' Organizations of Mentally Retarded Persons, Beijing Normal University and Beijing Union University showed that 27% of parents of disabled students said that their disabled children had been asked to drop out of school. The pressure for disabled students to drop out of school usually comes from the parents of ordinary students. Due to long-standing prejudice, disabled students are often regarded as a drag, even a security risk.
The lack of integrated education support system needs to be solved urgently.
In view of the lack of an integrated education support system between the current education system and ordinary schools, the following suggestions are put forward to promote the effective implementation of the Regulations on Education for the Disabled:
First, it is suggested that the Legislative Affairs Office of the State Council and the Ministry of Education jointly launch the revision of compulsory education. Paragraph 2 of Article 19 "Ordinary schools should accept disabled school-age children and adolescents who have the ability to receive general education to study in regular classes and provide assistance for their study and rehabilitation", and paragraph 3 of Article 57 "Refuse to accept disabled school-age children and adolescents who have the ability to receive general education to study in regular classes" is amended as "Willing to receive general education", and the initiative and choice of schooling are transferred to school-age children and their parents.
Secondly, it is suggested that the State Council and the Ministry of Education stipulate that county-level education expert committees for the disabled should handle enrollment disputes according to the following principles: the principle of giving priority to general education, the principle of nearest admission and the principle of least restriction; At the same time, it is clear that local governments and ordinary schools should ensure barrier-free educational environment and provide reasonable convenience for disabled children. At the county level, at least one third of the members of the expert committee on education for the disabled are representatives of the disabled and their parents.
Thirdly, it is suggested that the Ministry of Education set up life education courses in ordinary primary and secondary schools and bring them into the moral education curriculum system of primary and secondary schools. Through life education courses, ordinary students can understand the equality, diversity and inclusiveness of life, so as to enhance the tolerance of all students for disability, reduce campus discrimination and bullying caused by disability or other weaknesses, and build a friendly campus environment.
Teachers become the bottleneck of integrated education.
In addition to the problems of the education system and ordinary schools, the comprehensive education support system also has a limiting factor, that is, the faculty. The newly revised Regulations on Education for the Disabled stipulates that education for the disabled should improve the quality of education, actively promote integrated education and give priority to the development of general education. 20 17 September, with a new batch of primary and secondary school freshmen entering school, the National Alliance of Parents' Organizations of Mentally Retarded Persons, together with Beijing Normal University and Save the Children, conducted a survey on school-age children's enrollment, and completed 9484 questionnaires, of which 2065 438+065 438+045 were enrolled in ordinary schools.
According to the Statistical Bulletin of National Education Development, in 20 16 years, there were 5 1800 students in ordinary primary schools, ordinary junior high schools and their affiliated special education classes, and there were 270,800 disabled students, accounting for 56.60% and 55.06% of the total number of special education students and students respectively. Obviously, at present, the work of studying in regular classes has begun to take shape. How to realize the leap from scale expansion to quality improvement is undoubtedly an urgent problem at present. Learning in regular classes depends on teachers, so whether ordinary teachers have integrated educational literacy becomes the key, which is related to the success or failure of learning in regular classes. Many research results show that the lack of special education knowledge and skills of ordinary teachers and the resulting difficulties and restrictions have become the bottleneck factors restricting the improvement of the quality of regular classes.
First of all, in the aspect of teacher training, the development of special education specialty lags behind and the talent reserve is insufficient; The curriculum and content of education are backward, and the concept of integrated education has not been reflected in the whole teacher training system. There are more than 70 normal colleges and universities in China offering special education undergraduate majors, but in 20 16 years, all colleges and universities have trained less than 60 special education graduates, reflecting the shortage of ordinary teachers and research-oriented talents in special education. In the content setting of special education subjects, normal students in special education are less exposed to the curriculum system of general education, less aware of the concept of general education, and less aware of the concepts and methods of integrated education. At the same time, the survey results show that normal students in general education hardly understand the concepts and basic working methods of special education and integrated education. The separation of Pute in the teacher training system in colleges and universities leads to the dilemma of lack of qualified teachers in implementing integrated education in reality.
Secondly, in the stage of on-the-job training, the analysis of 10 policy documents at the national level and 92 policy documents at the provincial administrative level shows that the provisions concerning on-the-job training of general teachers' comprehensive education literacy mainly appear in the normative documents such as Opinions, Notices and Plans, etc., and the national laws with high legal effect still do not provide for on-the-job training of general teachers' comprehensive education literacy. This problem leads to the lack of effectiveness and enforcement of relevant laws and regulations. On-the-job training of general teachers' comprehensive education literacy is still regarded as a task in the field of special education, which has not been paid attention to by the whole education circle.
Third, Article 26 of the newly revised regulations points out that special education resource centers can be entrusted by the administrative department of education to undertake the guidance of regular classes. The Second Special Education Promotion Plan also clearly proposes to support special education schools to establish special education resource centers and improve special education guidance and support services. However, the main body providing support, guidance and training for ordinary school teachers is still the special education resource center, and the ordinary school, the competent unit of ordinary teachers, has not assumed the corresponding responsibilities, which leads to the current support, guidance and training for ordinary school teachers can not meet the actual needs of teachers, and the effectiveness of integrated education can not be guaranteed. From 2065438 to 2006, the National Alliance of Parents' Organizations of Mentally Retarded Persons went deep into seven cities, including Beijing, Guangzhou and Lanzhou, to investigate teachers' needs for entering schools. 75% teachers think that the support system is insufficient, and the lack of professional support is the biggest obstacle to the implementation of integrated education.
Strengthen the training of teachers in integrated education.
Through a visit to Huizhou Nursery School, we know that this private public welfare school, which provides assessment, education, training, consultation and guidance for autistic children, has received more than 7,000 autistic children from all over China for rehabilitation education and training since its establishment in 2003. With years of experience accumulation, parents' reputation and social influence, the exploration and research in the field of autism has been at the forefront of the country. Since 2006, on the basis of students' rehabilitation study, the school began to try integrated education and teaching. Up to now, there have been 12 years of experience, and more than 500 autistic children have been successfully integrated into ordinary kindergartens and ordinary primary schools. At present, about 80 autistic children are integrated into ordinary kindergartens and primary schools every semester. There are 7 cooperative ordinary kindergartens (all private kindergartens) and 5 primary schools (including 4 public kindergartens and private kindergartens 1 kindergartens). Each semester, integrated students account for 35% of the total number of students in the school, which not only helps autistic children and their families realize their dream of returning to the mainstream society, but also contributes to the special education of autistic children, and has attracted wide attention from domestic peers.
At present, there are four ways for schools to integrate seedlings and mental retardation. One is the resource teacher model: special education teachers provide services in the resource classrooms of ordinary schools (classrooms that provide auxiliary teaching for children) and provide relevant consulting services for ordinary class teachers. Second, the guidance mode of itinerant teachers: professionals with corresponding knowledge and ability, especially the backbone teachers in professional schools who know how to combine special education with general education, are responsible for guiding students in some schools to study in regular classes and undertaking comprehensive supervision of integrated education in these schools. Third, cooperative teaching mode: special education teachers and general education teachers cooperate in class all day. Fourth, collaborative teaching mode: the integration of special education teachers