"1 + 3" Integrated Education Practice In Poverty-stricken Counties In Remote Areas

Integrated education is the inevitable trend and goal of special education and even the development of education.It means that special children and normal children are placed in the same educational environment to receive education.It emphasizes the normalization of education environment for special children rather than isolation,and provides all general education,special education and related service measures,such as making individualized education plan for special children Plan and arrange special education teachers,provide special education related resources,support and services,so as to integrate special education and general education into one system,so as to promote special children to receive the whole person education adapted to their social development.Its core is to ensure quality education equity,and its goal is to promote the academic and social development of all children,including special children."1 + 3" integrated education is a kind of integrated education mode explored by the national poverty-stricken county-h County special education school,which is located in the remote areas of Yunnan Province,based on its own special education,general education and the practical and development difficulties of the integration of out of school activity centers for teenagers,under the control of the concept of integrated education.Among them,"1" represents the idea of "integrated education",a campus and a set of management team to carry out integrated education reform."3" represents the practice process of integration,supplement and promotion among the three major elements of education system,namely,general education,special education and out of school education.In this study,it specifically refers to three types of education environment,teachers,students,curriculum and resources,classroom and teaching activities corresponding to general education schools,special education schools and youth off campus activity centers.In March 2019,Premier Li Keqiang put forward the strategic tasks of "developing more fair and quality education" and "running special special education well" in the government work report at the second session of the 13 th National People's Congress.Under the background of the new era,special education schools can better adapt to the development trend of modern education and obtain considerable development only by realizing the transformation of integrated education function.At present,some developed areas in our country have formed a stable mode in the practice of integrated education,and gradually transition from the popularization effect of integrated education to the pursuit of quality.However,compared with the poverty-stricken counties in the remote areas with low economic development level,backward social concepts and serious lack of educational resources,the special education started late and developed slowly,the promotion of integrated education is not optimistic,and the research results on the practice of integrated education in the remote areas are few and there are many gaps.In this study,the author takes the poverty-stricken county-h County special education school in Yunnan Province as the research object,and uses case method,investigation method,observation method and experience summary method to analyze the current situation,development problems and reasons of H county special education school,and from the creation of integration environment,integration of Education and placement,integration of school management,integration of teacher construction,integration of curriculum The practice of "1 + 3" integration education has been promoted from the aspects of teaching adjustment.This study is divided into five parts.The first part puts forward the problems,research significance and core concept of "1 + 3" integrated education practice in poverty-stricken counties in remote areas.The second part summarizes the research on the practice of integrated education at home and abroad.The third part is the research design,including the purpose,content,methods and ideas of this study.The fourth part analyzes the current situation,development problems and reasons of the case school.In the fifth part,combined with the reality,the practice of "1 + 3" integrated education is explored,including the creation of integrated environment,integrated education placement,integrated school management,integrated teacher construction,integrated curriculum and teaching adjustment.Through the research,it effectively alleviates the pressure of running a special school in H county,improves the enrollment rate of special children,promotes the sharing and optimal allocation of educational resources,improves the support attitude of teachers,students and parents to the integrated education,creates a good integrated environment and atmosphere of the school,promotes the collaborative ability of teachers,and improves the overall teaching level of teachers.It can provide effective experience and guidance for the development of poverty-stricken counties and special education schools in remote areas.