Research On Policy Support For Secondary Vocational Education In Schools For The Deaf

Secondary vocational education in schools for the deaf is an important way for hearing impaired students to obtain a certain job skill.It has a positive effect on the integration of hearing impaired students into society and their equal participation in social life.Good secondary vocational education in schools for the deaf cannot be separated from high-quality policy support.From the current situation,there are still some problems with the policy support of secondary vocational education in schools for the deaf,and there is still a certain gap between the education that satisfies the people.This article sorts out the relevant policies of secondary vocational education in schools for the deaf,and takes 10 schools for the deaf in Zhejiang Province that have secondary vocational education as the main survey objects.Through questionnaire surveys,interviews and other methods,special policy needs are addressed from the three levels of schools,students,and parents.Investigate to find out the deviations between the existing education policy and the needs at all levels At the same time,this article also sorts out the problems existing in the secondary vocational education policy of the deaf school,and analyzes the reasons based on public policy theories such as education fairness theory and game theory,from the two aspects of policy needs based on different levels and optimization of existing special education policies.On the one hand,it puts forward reasonable suggestions for the establishment of high-quality secondary vocational education policy support in schools for the deaf.Reasonable suggestions put forward based on different levels of policy needs include:strengthening the overall planning of the professional setting of secondary vocational education in schools for the deaf,strengthening support for the running of secondary vocational education in schools for the deaf,and strengthening employment support for graduates of secondary vocational education in schools for the deaf.Reasonable suggestions for optimizing the existing special education policies include: strengthening the establishment of the important position of secondary vocational education in schools for the deaf;improving the pertinence of secondary vocational education policies in schools for the deaf;strengthening the supervision and evaluation mechanism of the implementation of secondary vocational education policies in schools for the deaf;optimization The management system of secondary vocational education in schools for the deaf;strengthen the social support for secondary vocational education in schools for the deaf,etc.