特殊教育导论

The core task of this step is to assess special education needs and scientifically define the categories and degrees of special education subjects. The premise of special education is accurate identification and assessment of children with special educational needs, which involves multiple links such as screening, identification, and evaluation. The inclusive education philosophy emphasizes that every child has the right to learn, and the essence of special education is to provide personalized support suitable for each child.

• Use screening tools and identification procedures to screen out children who may have special educational needs from the child population, and conduct comprehensive assessment using intelligence tests, adaptive behavior scales, developmental assessment, and other tools
• Based on disability classification standards (such as ICF International Classification of Functioning, Disability and Health), assess children's functional status and support needs from three dimensions: body function, activity participation, and environmental factors
• Organize a multidisciplinary assessment team (special education teachers, psychologists, doctors, rehabilitation therapists, parents) for comprehensive judgment, forming assessment reports and educational placement recommendations

The core task of this step is to establish special education values with inclusive education as the core concept and design a layered and classified special education goal system. The goal of special education is not only to impart knowledge and skills but also to promote the comprehensive development and social integration of children with disabilities. Zero rejection, zero discrimination, individualization, and least restrictive environment are the basic principles of special education.

• Deeply study core concepts such as inclusive education, integrated education, and individualized education, and combine China's special education policies and practice to establish the special education philosophy and value orientation of this research/practice
• Based on the "Regulations on Education for Persons with Disabilities" and the "Special Education Promotion Plan", design a three-level goal system: general goals, classified goals, and individualized goals, covering physical and mental development, knowledge and skills, social adaptation, self-care, etc.
• Design differentiated goal systems for different types of disabilities (intellectual disability, hearing impairment, visual impairment, autism, learning disabilities, etc.), embodying the principles of classified education and teaching according to aptitude

The core task of this step is to design Individualized Education Programs (IEP) for children with special needs. The IEP is the core system and iconic feature of special education, embodying the educational principle of teaching according to aptitude. A good IEP should be assessment-based, have clear goals, appropriate content, be measurable, and be operable.

• Form an IEP team (including special education teachers, general education teachers, parents, related professionals, students themselves, etc.), establish team collaboration mechanisms, and clarify responsibilities of each member
• Design the IEP according to the structure of "current level - annual goals - short-term goals - educational services - support measures - evaluation methods", ensuring each goal is observable, measurable, and achievable
• Design individualized teaching content and methods, including curriculum adaptation, teaching adaptation, assistive technology, support services, etc., ensuring educational content and methods match children's special needs

The core task of this step is to create a supportive inclusive education environment and construct a comprehensive special education support system. Inclusive education is not simply placing children with special needs in regular classrooms but requires systematic environmental adjustment and support guarantees. The Least Restrictive Environment (LRE) is the basic principle of special education placement.

• Plan the physical and psychological environment for inclusive education, including barrier-free facility construction, classroom environment adjustment, positive behavior support, peer relationship building, etc., creating an inclusive and accepting classroom atmosphere
• Construct a multi-level support system, including resource rooms, itinerant guidance, peer support, assistive technology, rehabilitation training, home-school collaboration, etc., providing appropriate support for children with different needs
• Establish collaboration mechanisms between general teachers and special education teachers, design various teaching organizational forms such as collaborative teaching, team teaching, and individual tutoring, ensuring the quality of inclusive education

The core task of this step is to establish a special education quality evaluation system and construct a quality guarantee mechanism for continuous improvement. The quality of special education cannot be measured solely by academic achievement; more attention should be paid to children's developmental progress, social adaptation, and quality of life. Developmental evaluation and individualized evaluation are the basic principles of special education evaluation.

• Construct a diversified special education quality evaluation system, including multiple dimensions such as child development evaluation, education and teaching evaluation, school management evaluation, and support service evaluation, embodying a comprehensive quality view
• Design individualized evaluation tools and methods, using evaluation methods suitable for special children such as portfolio assessment, performance-based assessment, ecological assessment, and dynamic assessment to truly reflect children's progress and development
• Establish a special education quality guarantee mechanism, including IEP quality review, regular assessment and adjustment, parent participation, professional development, funding guarantee, etc., forming a virtuous cycle of continuous improvement