Research On The Current Situation,Problems And Countermeasures Of The Construction And Operation Of District Special Education Resource Center

The "Learning in regular class" form of special education in China is consistent with the concept of "inclusive education" in the world,which both emphasize that special children have the same right to receive educational support and service as ordinary children.Up to now,inclusive education has been widely recognized and developed all over the world,which has become an inevitable choice for the development of special education.In the Chinese educational context,although“Learning in regular class” has become the main form of inclusive education,there is still a certain gap between its implementation effect and the ideal goal of inclusive education.With the development and progress of society,most students with mild or even moderate disabilities receive inclusive education in ordinary schools,which is a great challenge to improve the quality of education and teaching.Regulations on Education of Persons with Disabilities,as amended in 2017,defines the four functions of the special education resource center:(1)guidance and evaluation the work of in-class students in the region;(2)training provided for teachers in the region who undertake the task of education and teaching with the class;(3)more teachers and relevant professional service personnel sent to support the study in the class,specially guidance and support for disabled children and juveniles who receive home and distance education;(4)consultation provide for disabled students’ parents or other guardians.The Second Special Education Promotion Plan(2017-2020)calls for improving the support system for special education majors,with local governments supporting and relying on special education schools to establish special education resource centers.This shows that the special education resource center plays an important role as a bridge of communication,professional support and guidance in the development of inclusive education,and its construction and development have become the focus of research in recent years.For nearly 20 years in the literature of special education resource centre carding process,the author found that found that national-level laws and policies only stipulate and elaborate on the importance and main functions of special education resource centers.They lack specific guidance on the construction of special education resource centers in local areas.Developed regions such as Beijing have carried out relevant practical research,but there is still a lack of relevant research on western urban areas.In this study,as the youngest municipality directly under the central government in China,its main metropolitan area N district of Chongqing was selected to be the research object.The methodology of the questionnaire and interview was the main research method and the relevant personnel from the Special Education Resource Center in District N were research objects.The survey was conducted in terms of the number of teachers,their professional background,business conditions,existing difficulties,countermeasures and suggestions.Moreover,some schools with resource rooms were visited by field inspections.Interesting findings were found from through doing a survey: one the one hand,(1)the resource center construction has formulated relevant policies and systems,such as resource center construction guidelines,resource classroom construction guidelines,etc.,but there is no system related to the operation of the resource center;(2)the hardware resources of the resource center and resource classrooms are fully equipped;(3)the resource center focuses on the construction of special education teachers,actually the number of teachers with special education professional background is small,and the effect of teacher training is not good.There are no specific regulations on the workload and subsidies of itinerant teachers and general school teachers engaged in special education;(4)the resource center mainly focuses on special student screening,evaluation and placement,and tours.Guidance,special teacher training and teaching research,case management,special education supervision and assessment,etc.have been carried out;(5)in terms of resource requirements for the resource center,"special education teaching resources","IEP formulation and implementation","home delivery of education" "Guide" ranked first,second,and third respectively.On the other hand,there are some problems when building and implementing the special education resource center in District N.First,the system construction of the special education resource center is not perfect,which is mainly reflected in the failure to implement the staffing of full-time teachers,the lack of unified regulations on the use of funds,and the lack of a perfect supervision system;Second,the special education resource center has low resource integration and utilization rate,which is reflected in the lack of multi-department resource integration and low utilization rate of hardware resources;Third,the special education resource center has insufficient professional teachers,which is reflected in the insufficient number of professional teachers and the insufficient professional competence of the teachers.Finally,based on relevant experiences and practices in the construction and operation of special education resource centers in the literature,countermeasures and suggestions for the construction and operation of special education resource centers in N district are discussed from the perspective of promoting the development of special education resource centers in N district.First,strengthen local policy support and improve the institutional guarantee of the resource centers;Second,integrate multi-department resources and strengthen the function of resource center;Third,focus on teacher professional development and improve the service quality of the resource center.