What Are the Different Types of Special Education Training?

Special education is the education of special objects using special methods, equipment and measures. Narrow special education refers to people with physical and mental impairments, that is, the scope of special education included in the education of the blind, hearing-impaired (deaf), mentally handicapped children, and education of children with problems, and supports from economic investment, scientific research, teachers and equipment, etc. This type of education. Institutions that implement this type of education in various countries generally include: schools for the blind, schools for the deaf, schools for children with disabilities and deformities, training centers for children with language disabilities, forest schools, nursing schools, special schools, schools for disabled children, work schools, correctional schools for children, and Special classes attached to ordinary schools. ^[1]

[tè sh jiào yù]

Education prevention

1. Why education prevention:

1) Compared with general education, education for special children, especially for children with disabilities, requires greater investment in education;

2) Special children need to work harder to achieve or approach the achievements of normal children. It is necessary to take effective measures to prevent and reduce the emergence of children with disabilities.

2. Specific measures include:

1) Carry out pre-marital education to make young men and women fully aware of the responsibilities and duties of marriage and childbearing, as well as common knowledge about life after marriage.

2) Carry out knowledge promotion on eugenics and eugenics, prohibit close relatives from marrying, vigorously promote pre-marital examinations, and provide counseling and assistance to couples with genetic diseases.

3) Strengthen the prenatal check-up of pregnant women and adopt corresponding methods to reduce the birth rate of disabled children.

4) Strengthen post-natal medical care, prevent disease infection, vigorously promote child health, and strengthen child immunity.

Educational diagnosis

The special education education diagnosis team consists of educators, medical staff and children's parents. They use instrument inspection, scale measurement, performance evaluation, interviews and other methods to explore children's educational needs, determine whether they are special children, which type of special children, and arrange appropriate children based on the results of the diagnosis. Educational environment.

Education Training

Children who are diagnosed as needing special education should be placed in the appropriate class and school with the least restrictions to receive some education and training. Education and training is a process in which special children receive guidance in a certain educational environment, gradually change their behavior, increase knowledge, develop skills, and improve adaptive capacity. Education and training is the core of the entire process of special education.

Vocational Training

Special education is a systematic project. For the life development of special children, society has the responsibility to provide vocational training for special children so that they can become self-supporting citizens who have the ability to take care of themselves and contribute to society to a certain extent.

The employment distribution is up to 5 provinces and cities: Beijing, Hebei, Shanghai, Fujian, and Chongqing.

Distribution of graduate employment units:

Primary and secondary teaching units: 54.39%

That is, education designed to meet the special learning needs of special children.

The goal of special education is to help special education children gradually adapt to the least restrictive environment, so that they can do their best to participate in ordinary school learning activities with normal children in order to achieve the goal of adapting to normal life.

Disabled people from seeking help to living in the care of society are like going through the cold

Special education, comprehensively elaborates the principles and methods of special education in the contemporary world; time guidance for special needs infants and young children assessment systematically explains the assessment theories, processes and methods of special education needs for infants and young children; Receptivity

Informatization of special education is an important branch of informatization of education. It has common features with informatization of general education, but due to its particularity, it has more differences. With the joint efforts of many experts, the informatization of China's general education has achieved considerable achievements in both theory and practice. The special education field has achieved some results after discussion, research and practice by some scholars and frontline teachers. For example, the topic Research on the Status and Countermeasures of Information Technology Construction in Special Schools carried out by Dr. Yunying Chen of the Special Education Research Office of the Central Institute of Education, and the Special Education Needs Online website construction. Resource library construction and research "and other projects. Through these studies, we clearly understand that special education informatization is aimed at students with special needs, applying information technology in all aspects of education, improving rehabilitation, accelerating the pace of integration into mainstream society, and finally realizing the modernization of special education. In terms of the construction of the resource database, certain achievements have also been made. For example, China Special Education Network and China Special Education Resources Network are good websites in this field, providing abundant resources for the majority of special education scholars and teachers. However, in terms of accessibility of the website, continuous improvement is still needed.

In terms of design of ordinary software, most of them do not consider providing accessible use for people with special needs. Similarly, technical and teaching factors need to be considered when designing software, and in the form of placement of students with special needs, Advocating integrated education, the same idea of integrated design of software should also be promoted.

The state systematically organizes special education teacher colleges and specialties at all levels, and special education classes (departments) are attached to ordinary teacher colleges to train and train special education teachers. Ordinary teachers' colleges offer special education courses or teach related content so that ordinary teachers have the necessary special education knowledge. Special education teachers and sign language interpreters receive special education allowances.

Interim Rules for Special Education Schools

December 2, 1998, Ministry of Education of the People's Republic of China

The "Interim Regulations for Special Education Schools" was discussed and adopted by the Minister's Office on December 1, 1998, and is hereby promulgated for implementation from the date of promulgation.

Special Education Chapter 1

General

Article 1 In order to strengthen the standardized management within special education schools, comprehensively implement the education policy, and comprehensively improve the quality of education, these regulations are formulated in accordance with relevant national education laws and regulations.

Article 2 The special education schools referred to in these regulations refer to institutions that are compulsory education for disabled children and juveniles organized by the government, enterprises, institutions, social organizations, other social organizations, and individual citizens in accordance with law.

Article 3 The academic system of special education schools is generally a nine-year consistent system.

Article 4 Special education schools must implement the national education policy, implement education in accordance with the physical and psychological characteristics and needs of students, and lay the foundation for their equal participation in social life, continued education, and the building and succession of socialist causes.

Article 5 The training objectives of special education schools are:

Cultivate students with the initial feelings of loving the motherland, the people, labor, science, and socialism, having good morals, developing behaviors that are civilized, polite, and law-abiding; master basic cultural science knowledge and basic skills Basically have the ability to use the knowledge to analyze and solve problems; master the basic methods of physical exercise, have better personal hygiene habits, improve physical fitness and health level; have a healthy aesthetic taste; master certain daily life, labor , Production knowledge and skills; preliminary grasp of the basic methods of compensating for their own defects, physical and mental defects have been restored to a certain degree; initially establish self-esteem, self-confidence, self-reliance, self-reliance and the awareness of maintaining their legitimate rights and interests, and form the basic ability to adapt to society.

Article 6 The basic teaching language of special education schools is Chinese. Schools should promote the use of Putonghua and Normative characters that are common throughout the country, as well as Braille and sign language promoted by the state.

Schools mainly recruiting students from ethnic minorities may use the common spoken and written languages of their own nationality or local ethnicity, Braille, and sign language for teaching. Chinese courses should be offered at appropriate grades according to the actual situation. Mandarin courses and standardized Chinese characters should be used for Chinese courses.

Article 7 Special education schools implement the principal responsibility system, and the principal is fully responsible for the school's teaching and other administrative work.

Article 8 In accordance with the principle of "hierarchical management and division of responsibilities," special education schools implement education under the leadership of the local people's government. Special education schools shall receive inspection, supervision and guidance from the education administrative department or the competent department at a higher level, and shall truthfully report their work and reflect the situation. At the end of the school year, the school shall report to the competent administrative department of education, and major problems shall be reported at any time.

Special Education Chapter 2

Admissions and student status management

Article 9 Special education schools recruit children with a school age disability who are suitable for compulsory education at school. The enrollment scope is determined by the competent education administrative department. The school starts in autumn.

Schools should understand and evaluate the disability categories, causes, degrees, and physical and mental development status of children and adolescents with disabilities.

Article 10 Special education schools shall determine the number of teaching class places in accordance with the principles conducive to education and students' physical and mental health.

Article 11 Special education schools shall suspend students who have been unable to continue their studies due to illness (must have a certificate from a medical institution at or above the county level) after reporting to the competent education administrative department for approval. The period of suspension is more than three months. When returning to school, the school may be included in the corresponding grade according to its actual situation and after seeking the opinions of the parent and other guardians.

Article 12 Special education schools shall accept disabled children and adolescents who are approved by their competent education administrative department and are not suitable to continue their studies in ordinary schools and apply for transfer, and shall be included in the corresponding grades according to their actual conditions.

The school shall transfer the disabled children and juveniles who meet the requirements for application due to the change of household registration and have been approved by the competent education administrative department, and shall not refuse to accept them.

Schools with disabilities and adolescents who apply for education outside the scope of enrollment may be allowed to borrow after approval by the competent education administrative department, and may charge a fee for borrowing according to relevant regulations.

Article 13 Special education schools will issue a graduation certificate to those who have completed the required courses and have passed the test, and a certificate of completion to those who have failed the compulsory education; ; For those who have not completed the compulsory education period, an academic certificate may be issued according to the circumstances.

Schools generally do not implement a repeat system.

Article 14 Special education schools may permit students whose academic abilities reach a higher level in advance to advance to the corresponding grade for study in advance or to study relevant courses in the corresponding grade in advance. After examination, students who can attend classes in ordinary schools should apply to the competent education administrative department for transfer after obtaining the consent of themselves, their parents or other guardians.

Article 15 Special education schools shall commend students who have excellent academic performance, and shall assist or criticize the students who have made mistakes, and may give warnings, serious warnings, and disciplinary actions to very few students who have made serious mistakes. Schools are generally not allowed to expel school-age students at the compulsory education stage.

Article 16 Special education schools shall prevent school-age students who have not completed their compulsory education years from dropping out of school. If they find that they have dropped out of school, they shall immediately report to the competent department and cooperate with the relevant departments to return them to school in accordance with the law.

Article 17 Measures for the management of student status in special education schools shall be formulated by the provincial education administrative department.

Special Education Chapter III

Education and teaching work

Article 18 The main task of special education schools is education and teaching, and other tasks should be conducive to the development of education and teaching.

The school's education and teaching work should be oriented to all students, adhere to teaching according to their aptitude, improve education and teaching methods, give full play to the overall function of various courses, and promote the all-round development of students.

Article 19 Special education schools shall conduct education and teaching in accordance with the curriculum plans and syllabuses of special education schools formulated by the state.

The textbooks used by schools must be reviewed and approved by the education administrative department at or above the provincial level; experimental textbooks and local textbooks must be approved by the competent education administrative department before they can be used.

Schools should adopt different teaching systems and multiple teaching organization forms according to the actual situation and special needs of students.

Article 20 Special education schools shall arrange education and teaching in accordance with the school calendar issued by the education administrative department. Special education schools are not allowed to suspend classes at will. In case of special circumstances, they must suspend classes. The principal shall decide within one day and report to the county-level education administrative department for the record. For more than one day, they shall be approved by the county-level government.

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 education and teaching order and the normal work of the school.

Article 22 Special education schools should place moral education work in an important position, implement moral education work in accordance with the actual situation of schools and students, and focus on practical results.

The school's moral education work is the responsibility of the principal and the participation of faculty and staff to achieve organizational implementation, system implementation, content implementation, base implementation, and time implementation; it must be closely integrated with family education and social education.

Article 23 Special education schools shall adhere to positive education to students, pay attention to protecting students' self-confidence and self-esteem, shall not be ironic or rude, and corporal punishment and disguise in disguise are strictly prohibited.

Article 24 Special education schools shall have a class teacher in each teaching class, responsible for managing and guiding the overall work of the class. The head teacher should perform the duties of the head teacher stipulated by the state, strengthen the contact with the teachers in each subject, other school personnel, and the parents of the students, understand the students' ideology, morals, academics, physical and mental rehabilitation, and coordinate education and rehabilitation.

The head teacher writes comments every semester based on student performance.

Article 25 Special education schools shall provide students with assignments to consolidate knowledge, develop skills, and rehabilitate training in a targeted manner according to the actual situation of the students.

Article 26 Special education schools shall attach importance to sports and aesthetic education.

Schools should actively carry out various forms of physical activities in accordance with the actual conditions of students to enhance their physical fitness. Schools should ensure that students have at least one hour of physical activity per day.

Schools should take art courses well, and pay attention to cultivating students' interests, hobbies, and specialties. Other disciplines should also start from the characteristics of the discipline and exert the function of aesthetic education. Aesthetic education should combine the students' daily life with aesthetic requirements such as dress, appearance, language, and behavior.

Article 27 Special education schools shall pay special attention to labor education, labor technical education and vocational education. Schools should implement labor education for lower and middle grade students, cultivate students' thinking of loving labor, loving working people, cherishing the fruits of labor, cultivating the ability to engage in self-service, housework and simple production labor, and develop good labor habits; The actual situation is to implement labor technical education and vocational education for senior students to improve their labor and employability.

School labor education, labor technology education and vocational education should implement the content, teachers, and venue.

Schools should actively carry out work-study activities and run school-run industries well; production-service activities of work-study programs and school-run industries should be combined with labor education, labor technology education, and vocational education. Students 'participation in work-study activities should be based on the principle of benefiting students' physical and mental health and development.

Article 28 Special education schools shall take the physical and mental rehabilitation of students as an important part of education and teaching, and carry out targeted rehabilitation training to improve the quality of training according to the type and degree of disability of students. Students should be instructed in the proper use of rehabilitation equipment and appliances.

Article 29 Special education schools shall pay attention to the physical and mental health education of students, cultivate students' good psychological qualities and health habits, improve their ability to protect and use their remaining functions reasonably; and conduct adolescent education in a timely and appropriate manner.

Article 30 Special education schools should strengthen the guidance of activity courses and extracurricular activities, so as to implement the content, instruct teachers, and implement the venue; they should contact ordinary schools, youth out-of-school education institutions, and student families to organize and carry out useful activities and arrangements. Good student after-school life. Schools organizing students to participate in competitions and awards shall implement the relevant regulations of the education administrative department.

Article 31 Special education schools shall evaluate the quality of education and teaching through various forms under the guidance of curriculum plans and syllabuses, and shall pay particular attention to the evaluation of teaching processes. Schools may not evaluate the quality of education and teaching and the work of teachers based solely on the results of students' academic examinations.

Every school year, the school will conduct 1-2 evaluations on the rehabilitation of students' moral, intellectual, physical and mental and physical disabilities, and a final evaluation will be performed upon graduation. The evaluation report should be included in the student's file.

Students with visual and hearing disability, the final examination subjects in grades 1 to 6 are Chinese and mathematics, and the other subjects are determined by examination; the final examination subjects in grades 7 to 9 are language, teaching, labor technology or vocational skills , Other subjects through assessment and assessment. The final semester examination consists of school propositions. The examination methods must be diverse, and the difficulty and quantity of the examination questions must be moderate.

The subjects for graduation examinations, examination methods and propositional powers of students with visual and hearing disability shall be determined by the provincial education administrative department.

Students with intellectual disabilities are mainly determined by the usual examinations, and the subjects and methods for examinations are determined by the school.

Article 32 Special education schools shall actively carry out education and teaching research, use scientific education theory to guide education and teaching work, and actively promote scientific research results and successful education and teaching experience.

Article 33 Schools for special education shall reasonably arrange work and rest time, and students shall be used for teaching activities daily at school, and shall not exceed the class hours stipulated in the curriculum plan. Students receiving labor technical education and vocational education should not spend more than 3 hours per day in labor internships; concentrated production internships at the graduation level should not exceed 6 hours per day, and labor intensity must be strictly controlled.

Special Education Chapter 4

Principals, teachers and others

Article 34 Special education schools may have principals, deputy principals, directors, teachers and other personnel according to the establishment.

Article 35 The principal of a special education school is the person in charge of the school. The principal shall possess and meet the requirements of the state and the post requirements, and perform the duties prescribed by the state. The principal is appointed or appointed by the school organizer or the supervisor's superior department; the vice principal and the director of teaching (general affairs) are nominated by the principal and appointed or appointed in accordance with the relevant authority and procedures. The principal of a special education school hosted by a social force shall be appointed by the school council or the school sponsor after submitting it to the education administrative department for approval. The principal shall strengthen the study of education, related laws, regulations, and educational theories, be familiar with the special education business, continuously strengthen his self-cultivation, improve the management level, and implement management of the school according to law.

Article 36 Teachers of special education schools shall have the corresponding teacher qualifications and conditions of employment as prescribed by the state, have a socialist humanitarian spirit, care for students with disabilities, master the professional knowledge and skills of special education, abide by professional ethics, and complete education and teaching To enjoy and fulfill the rights and obligations provided by law.

Article 37 Other personnel in special education schools shall possess corresponding ideological, political, and professional qualities, and the specific post requirements and duties shall be formulated by the education administrative department or school in accordance with relevant state regulations.

Article 38 Special education schools shall implement a system of teacher appointments and positions in accordance with relevant state regulations and implement scientific management of teachers and other personnel.

Article 39 Special education schools shall strengthen teachers' ideological and political and professional ethics education, attach importance to the professional training and continuing education of teachers and other personnel, formulate further education plans, and actively create conditions for the further education of teachers and other personnel. Teachers and other personnel should be trained on the job, self-study, teaching subjects and work according to the needs of the school.

Article 40 Special education schools shall establish a sound evaluation and punishment system and business evaluation files, comprehensively and scientifically evaluate teachers and other personnel in terms of morality, competence, diligence, and performance, pay attention to their work performance and actual results, and reward them for excellence Punish badly.

Special Education Chapter 5

Institution and daily management

Article 41 According to the scale, special education schools may set up institutions (or posts) and personnel in charge of teaching affairs and general affairs to assist the principal in doing relevant work. Special education schools that recruit students with two or more types of disabilities may have corresponding management positions, and their specific responsibilities shall be determined by the school.

Article 42 Special education schools shall establish a system of faculty representative meetings in accordance with relevant state regulations to strengthen democratic management and democratic supervision of schools.

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, the Communist Youth League, the Young Pioneers and other organizations in school work.

Article 44 Special education schools shall establish and improve various rules and regulations in accordance with relevant national laws, regulations and policies, and establish complete student, education and teaching and other archives.

Article 45 Special education schools shall establish and improve the daily management system of students, and guarantee their implementation. Students' daily management work should be closely coordinated with communities and families.

Article 46 Special education schools shall set up teaching and living areas in accordance with the principles of benefiting management, education and teaching, and security.

Article 47 The boarding school for special education implements a 24-hour guardianship system. There should be full-time or part-time personnel who are responsible for the life guidance and management of students, and often keep in touch with the teacher in charge of the class.

Special Education Chapter 6

Health Care and Safety Work

Article 48 Special education schools shall conscientiously implement state regulations and policies on school health work, and establish and improve school health work systems.

Article 49 The campus, school building, equipment, teaching aids, learning aids, books and materials of special education schools shall be beneficial to the physical and mental health of students. Schools must do a good job of preventing infectious and common diseases.

Article 50 Special education schools shall pay special attention to the safety protection work of students and establish and improve the safety work system. School premises, facilities, equipment, teaching aids, learning aids, etc. should all meet safety requirements. All internal and external activities organized by the school shall adopt safety protection measures to ensure the safety of teachers and students.

Schools should carry out safety education and training according to the characteristics of students, and cultivate students' safety awareness and self-protection and self-rescue ability in dangerous situations.

Article 51 Special education schools shall be provided with full-time or part-time school doctors, and under the leadership of the principal, shall be responsible for the school's health care work, teaching and life hygiene supervision.

Schools should establish student health files, conduct physical examinations of students at least once a year, and pay attention to protecting students' residual functions.

Article 52 Special education schools shall strengthen diet management. The venue, equipment, utensils, and meals of the canteen should meet the sanitary standards stipulated by the state, and the nutritional mix of the students' diet should be paid attention to. Measures should be formulated to prevent intestinal infectious diseases and food poisoning, and a regular physical examination system for canteen staff should be established.

Special Education Chapter VII

Campus, school building, equipment and funding

Article 53 The school sponsors are responsible for providing the conditions and funding for special education schools. The construction of campuses and school buildings shall implement the "Special Education School Construction Standards" promulgated by the state.

Schools should have teaching instruments and equipment, special testing equipment, rehabilitation equipment, cultural and sports equipment, books and materials, etc. that meet the required standards; they must create conditions for the deployment of modern education and rehabilitation equipment.

Article 54 Special education schools must pay special attention to the construction of the campus environment, do a good job of greening and beautifying the campus, do a good job in the construction of campus culture, and form a good education environment.

Article 55 Special education schools shall manage and use school buildings and venues in accordance with relevant regulations, and shall not change their uses without the approval of the competent authority; they shall repair and maintain the school building facilities in a timely manner to maintain solidity, practicality, cleanliness, and beauty. Stop using the dangerous room immediately and report it to the competent department.

Article 56 Special education schools shall strengthen the management of instruments, equipment, materials and books and materials, and establish and improve management systems in accordance with relevant regulations to maintain the integrity rate and increase the utilization rate.

Article 57 Special education schools are exempt from tuition fees for students at the compulsory education stage, and miscellaneous fees are exempted for students with family difficulties. The fees for special education schools shall be strictly implemented in accordance with the charging items stipulated by the provincial people's government and the standards and methods formulated by the people's government at or above the county level.

Governments at all levels should set up bursaries to help students with financial difficulties to attend school.

Article 58 Part of the income from the school-run industry and work-study income of special education schools shall be used to improve the conditions for running schools, improve the welfare of teaching and administrative staff, and improve the learning and living conditions of students. Schools can accept social contributions in accordance with relevant regulations.

Article 59 Special education schools shall scientifically manage and rationally use school funds to improve the use efficiency. It is necessary to establish and improve the fund management system and accept the supervision of higher-level financial and auditing departments.

Chapter Eight of Special Education

School, society and family

Article 60 Special education schools shall establish contacts with streets (communities), villagers' committees and nearby ordinary schools, institutions, groups, troops, enterprises and institutions, and strive to support all sectors of society to support school work and optimize the education environment.

Article 61 Special education schools shall, under the leadership of the local education administrative department, guide the special education classes of ordinary schools and children with disabilities and juveniles to attend classes, train special education teachers in ordinary schools, organize educational teaching and research activities, and propose local special education. Reform and development proposals.

Article 62 Special education schools shall establish a contact system with parents of students through various forms to enable parents to understand school work, solicit parents' opinions on school work, and help parents create a good family education environment.

Article 63 Special education schools should strengthen their ties with local organizations of disabled persons, enterprises and institutions, understand the needs of the disabled for employment in the society, solicit graduates' opinions and suggestions on school education, and promote school education and teaching. Work reform.

Article 64 Special education schools shall provide education and rehabilitation counseling and services for disabled workers, children with disabilities, adolescents and parents outside the school.

Special Education Chapter Nine

Supplementary clause

Article 65 Schools for special education shall, in accordance with the provisions of the Education Law of the People's Republic of China, the Law of the People's Republic of China on Compulsory Education, the Regulations on the Education of Persons with Disabilities, and these Regulations, and in accordance with the actual conditions, formulate school regulations. The special education schools undertaking the pilot task of education reform may adjust certain requirements in these regulations after they are reported to the provincial administrative department in charge of education for approval.

Article 66 These rules 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 relevant implementation contents.

Article 67 The administrative departments of education of each province, autonomous region, and municipality directly under the Central Government may formulate implementation measures in accordance with these regulations.

Article 68 These Regulations shall become effective on the date of promulgation.

Law of the People's Republic of China on Compulsory Education (Revised in 2006)