A Case Study Of The Rural Special Education Class's Transition Under Inclusive Education

At present,Inclusive Education is one of the most important development trends of special education at home and abroad.In the new round of special education reform experiment,the education bureau of Qionglai county strongly promotes the development of inclusive education,and make a new request and prospect to the rural special education class of X primary school.Therefore,according to its actual situation and requirements of the superior,the rural special education class of X primary school has carried out the transition work.The researcher mainly use case study method,interview method and literature method to make a detailed study and interview on the special education class of X primary school and related personnel.Firstly,the researcher make a comprehensive survey of the overall situation of X primary school;secondly,the researcher use the interview method to make a survey at the leader in the special education of education bureau,the principal of special education school(the director of resources center),the principal of X primary school,the teacher of special education class(the new-style resource room),the teacher of normal class,the student parents;Then,we can understand the problem of “Why do we still keep special education class? why it needs to be transformed? how to transform? what kind of transformation is it?”What's more,the researcher continued comprehensively investigated the current status,the successful experience,the problems and difficulties of the new-style resource room after transition.Based on the above findings and combined with the actual local conditions,the researcher will discussed the special education how to transform and the key factors of transformation.Then,the researcher will give some suggestions on how to continue the work after the special education class transition.The main results of this study are as follows.Firstly,The existence of X primary school special education class is verynecessary.Its existence satisfies the needs of a part of moderately and severely special children.Secondly,the positioning and expectation of the educational management department on the transition of special education class are the key factors influencing the transition of special education class.In addition,important factors affecting the transformation of special classes include,the needs for further development of inclusive education,school administrators and teachers of special education class have changed their understanding and attitude towards inclusive education,the needs for flexible placement of special students,and the needs for professional support.Thirdly,The special teaching class of X Primary school is transformed into a new resource classroom,but the realization of the role and function of the new-style resource classroom still faces the following challenges: The administrative and professional support guarantee systems constituted by the Education Bureau,the Resource Centre and the X primary school themselves are not perfect;Special education teacher still have many needs in terms of teacher allocation,teaching and education of students in moderate and severe,and guidance for inclusive education support.The lack of effective cooperation between normal teacher and special education teacher;Parents of special children do not participate in new resource classroom work and need more support.For example: the guidance of education and rehabilitation;Relevant information to relieve stress and provide more rights and benefits of special children.In summary,the researcher proposes the following five suggestions: education bureau ? resource center and X primary school should increase their support in management and professionalism,and do their utmost to ensure the implementation of the guarantee.In order to solve the problem of lack of teachers,they can build the new-style resource teacher team,and use part-time and full-time new-style resource room teacher collocation model,then get more help and guidance from the resource center teacher of Qionglai county.Strengthen the training of new-style resource teacher and achieve effective professionalization through professional training,school-based research,etc.Through the further construction of the school management mechanism,promote the further cooperation between normal teacher and special teacher;Actively carry out resource integration and integrate resources such as parents,education bureau,CDPF,civil affairs,finance,and sanitation to promote the development of new-style resource classroom teaching and health integration.