Is it okay to "disband" the special education class, and the special children enter the ordinary class under the one-on-one leadership of the special education class teacher, so that they can truly integrate into the small society of young children and receive the same high-quality and appropriate education as the children in the ordinary class?
In 2019, Changshu Kindergarten in Jing'an District made a bold attempt. Do special children disrupt the normal order of the class, will it affect other children? Ordinary teachers have many concerns.
Driven by the "CS (Changshu) Dual-Teacher Action" in Changshu Kindergarten, the teachers of the whole kindergarten are "involved" in integrated education to create a barrier-free campus atmosphere.
In the past four years, the "CS Dual-Teacher Initiative" has been upgraded to version 3.0, and kindergartens have tried different forms of integration to provide fair and quality education for children with special needs.
On December 28th, with the theme of "Respect, Acceptance, Diversity and Integration: My Idea of Integrated Education", the 8th Quarter of Jing'an Education Academic Season was held, and the principals and teachers of 7 kindergarten schools shared their ideas, insights and experiences in the practice of integrated education.
At the beginning of 2021, the Action Plan for Integrated Education in Jing'an District (2021-2025) was released as Document No. 1 of the District Education Bureau to broaden the service targets of integrated education for the whole school period. For students (including gifted students) with different special needs in the fields of "cognition and Xi, perception and movement, language and communication, emotion and behavior" due to individual differences, we should integrate and educate according to needs.
According to Chen Yuqing, Secretary of the Jing'an District Education Party Working Committee and Director of the Jing'an District Education Bureau, under the guidance of the "Jing'an District Integrated Education Action Plan", Jing'an has launched version 3.0 of the integrated education management model in line with the operation idea of "gathering problems, gathering needs, sharing resources, and increasing energy", highlighting the practice paradigm of ordinary schools, and providing basic support, enhanced support and special support according to the degree of special needs of students.
After constructing a regional integrated education teacher training support system and launching an integrated education literacy training program for all Jing'an teachers, the region issued the "Guiding Opinions on the Improvement of Professional Quality of Integrated Education Teachers", which gradually clarified the explicit and implicit characteristics of integrated education teachers based on value recognition, described the appearance of the times of integrated education teachers' professional quality, and advocated teachers to become "leaders of value identity", "practitioners of diverse needs", "creators of integrated environments" and "designers of individualized support" in integrated education Coordinator of resource accumulation".
In October 2023, the Jing'an District Education Bureau launched an essay collection activity with the theme of "Respect and Support for Pursuit and Change: Jing'an Action for Integrated Education" for more than 170 schools in the district, and received a total of 270 articles, including 196 teacher cases and 74 management cases. On the day of the event, Jing'an District Zhonghua New Road Kindergarten, Jing'an District Fenghua Junior High School West School, Jing'an District Zhabei Experimental Primary School, Shanghai Zhabei No. 8 Middle School, Jing'an District Changshu Kindergarten, Jing'an District Shixi Primary School, and Shanghai Shangwai Jing'an Foreign Chinese Primary School exchanged views at the scene.