China News Service, June 28, according to the Ministry of Education website, a few days ago, the Ministry of Education issued the "Guidance Opinions on Strengthening the Work of Studying in Classes with Compulsory Education for Children and Adolescents with Disabilities" (hereinafter referred to as the "Guiding Opinions"), which further strengthened the new era. Work in class, improve the work mechanism in class, and improve the level of work in class. The "Guiding Opinions" proposes to improve the nearest placement system, adhere to the principle of priority, and strengthen the control of dropouts. The county-level education administrative department should ensure that the degree is enrolled in a class, and under the same conditions, priority should be given to the admission of children with disabilities in the admission zone.
The "Guiding Opinions" pointed out that strengthening the work of attending classes at the stage of compulsory education for disabled children and adolescents should strengthen the concept of managing education according to law, pay more attention to caring for disabled students, adhere to scientific evaluation, should do everything, adhere to respect for differences, teach students according to their aptitude, and insist on Pte Improve quality, achieve fair and quality development of special education, and promote the better integration of disabled children and adolescents into social life.
First, we must improve the scientific evaluation and identification mechanism, standardize the evaluation and identification, and establish a work account. Before the end of April each year, the county-level education administrative department, in conjunction with the Disabled Persons’ Federation and the streets (towns), conduct a thorough investigation on the schooling needs of children and adolescents of school-age disabilities. Opinion, according to the evaluation opinion, the county-level education administrative department establishes a compulsory education stage for disabled children and adolescents to study in the class.
Second, we must improve the nearest placement system, adhere to the principle of priority, and strengthen the control of dropouts. The county-level education administrative department should ensure that the degree is enrolled in a class, and under the same conditions, priority should be given to the admission of children with disabilities in the admission zone. Strengthen the monitoring by using the school registration management information system for primary and middle school students to effectively ensure that school-age disabled children and adolescents have the ability to drop out of school.
Third, we must improve the resource support system for studying in classes, strengthen the construction of resource classrooms, and play the role of resource center. All localities should speed up construction and achieve full coverage of special education resource centers in provinces, cities, and counties, and better provide professional services to ordinary schools in the region who undertake undertakings to work in classes.
Fourth, we must implement special care for education and teaching, pay attention to the adjustment of curriculum teaching, cultivate the ability to live and work, improve the evaluation system for students with disabilities, and strengthen the construction of campus culture. It is necessary to follow the physical and mental characteristics and learning laws of students with disabilities, adjust the course teaching content reasonably, and scientifically transform the teaching methods. Formulate individualized education and teaching programs to help students with disabilities improve their independent quality of life and work ability. It is in line with the actual comprehensive quality assessment method for students with disabilities who attend classes, highlighting the comprehensive assessment of social adaptability training, psychophysiological correction compensation and labor skills. The teacher in charge of the class and the teacher in the class should increase the support and care for the students enrolled in the class, establish a system of peer assistance among the students, and promote common growth.
The "Guiding Opinions" requires that schools from all over the world should select qualified teachers who are qualified to serve as teachers in their classes and keep the teaching staff relatively stable. Encourage local governments to purchase services through the government, explore the introduction of mechanisms such as social workers and rehabilitation teachers, and undertake the care of disabled students attending classes, rehabilitation training, and auxiliary teaching. In the regular registration of teacher qualifications, job title evaluation, job hiring, merit evaluation and performance awards, etc., teachers who are directly responsible for the education and teaching of disabled students should be given an appropriate preference. According to relevant national regulations, earnestly implement the policy of subsidies and allowances for resource teachers in special positions. It is necessary to do a good job of organization and implementation, strengthen departmental cooperation, step up promotion, strengthen home-school co-education, and jointly create a good educational environment for the growth of disabled students.
The "Guiding Opinions" also make it clear that general education schools (including kindergartens, ordinary high schools, vocational schools and higher schools) in the non-compulsory education stage can carry out enrollment in regular classes by reference.