Research On Course Offering Of Higher Vocational Education For The Disabled

With rapid development of national economy and changes of people's education concepts, the understanding of special education is also undergoing profound changes. Special higher vocational education is getting more and more attention from government and society in recent years, and more and more disabled students go to college to accept higher vocational education.As the particularity in physical and mental development, there is a wide gap between able-bodied students and special higher vocational students in knowledge learning, ability obtaining and social adaption, which requires us not to follow the ways of common higher vocational educationthat in the curriculum of special higher vocational education, but to make related shifts and specialization to strive for the curriculum system to be in common with the physical and mental growing characteristics of special higher vocational students.In recent years, higher vocational colleges with the capacity of special eduction have also been committed to the research and practice of training model reform of higher vocational special education. Some experts and scholars also conducted quite a few relevant targeted researches, But researches on curriculum of higher vocational special education have been lacking. Current curriculum system of higher vocational special education is almost copy of general higher vocational education, which does not meet the characteristics of physical and mental development of disabled students, causes many problems in teaching practice, and have been affecting the normal development of the disabled students and their smooth growth. Therefore, to carry out scientific research on the curriculum of higher vocational special education has important practical significance.This research is based on a survey of 29 teachers and 109higher vocational special education students from Changsha Vocational and Technical College, which shows that problems of current curriculum of higher vocational special education lie in four aspects:(1) curriculum goals are not clear and scientfic but vague; (2) curriculum proportions are not reasonable,high in theory, low in practice; (3) subjects are fractionized, and teaching contents are theoretical but not practical; (4) focusing on skill and training with a lack of humanistic outcomes. It also found that there are certain dislocation phenomena in the process of curriculum implementation:(1) a certain mismatch between the making and implementation of curriculum objectives; (2) the lack of the supervision and evaluation mechanism of the implementation of higher vocational special education; (3) the lack of security system, supporting measures and textbooks; (4) a divorce of teaching philosophy and practice; (5) not enough learning guide for the students from the teachers; (6) the lack of a high-qualified excelsior course leader, resulting in slow teachers'professional development; (7)indifferent consciousness of overall research, team teaching, cooperation and mutual assistance. These problems have greatly affected the quality of higher vocational special education and the educational level of special education vocational colleges.As a result, the researchers put forward eight suggestions on curriculum of higher vocational special education:(1) to adapt "development-remedies" curriculum model, emphasizing occupational competency building and also focusing on the improvement of the overall quality of the students; (2) to judge future trends of curriculum development of higher vocational special education scientifically, and strive to train high-quality special personnels; (3) taking effective measures to protect the smooth implementation of higher vocational special education courses; (4) to lay reasonable supervision evaluation mechanism to ensure the effectiveness and quality of curriculum implementation; (5) to create an experienced, stable faculty with both ability and moral integrity, and reduce mobility; (6)to strengthen researches on school-based textbooks, and compile a series of textbooks for higher vocational special education; (7) to strengthen the construction of campus culture, and strive to create a "normal and special together" educational environment; (8) to strengthen the contacts with social employing units, and promote the integration of "production, teaching and research".