Analysis On The Phenomenon Of "Discrimination" In Urban Disabled Children's Learning In Regular Classroom And The Countermeasures

Currently,there are more than 2 million disabled or special-needs children aged 10-14 in our country.With the popularization of the integrated education method of studying in regular classes,more and more disabled children are entering ordinary schools to receive education with normal children.However,the proportion of the disabled children enrolled in normal classes are declining.According to the Ministry of Education,the proportion of disabled children enrolled in normal schools was only 49.15%in 2019.Not only is the enrollment rate of children with disabilities declining,but the quality of education to those children cannot be guaranteed.There are different degrees of discriminations against disabled children by various social entities.Therefore,it is urgent to explore the reasons behind the discrimination and to provide solutions.Based on this,the author carried out a study on the phenomenon of "discrimination" to disabled children attending classes in urban area.In essence,the phenomenon of"discrimination" refers to the obstacles that disabled children in urban areas encounter in the process of attending classes,including all the phenomena that they are treated unequally.The purpose of this paper is to describe and analyze the following issues:First,is there any discrimination in the process of urban disabled children attending classes and what kind of discrimination is it?Second,what causes the discrimination in the process of urban disabled children attending classes?Third,how can social work eliminate that kind of discrimination?In this paper,qualitative research method was adopted to conduct in-depth interviews with disabled children and their families,the Disabled People' Federations,community workers,educators,ordinary children and their families in R City.Through the analysis and sorting of first-hand data,the discrimination phenomenon of disabled children in R City's urban classes could be understood.Based on the analysis of interview,it is found that the discriminations among urban disabled children in the process of attending classes are mainly manifested in three levels:macro,meso,and micro.At the macro level,the discrimination is manifested as "cannot attend to or manage ".First,the implementation of the policy for disabled children attending classes is "failed to be improved".Second,the policy content of attending classes is "failed to be updated";Third,the policy of studying with the class is "not fully implemented".At the middle level,the phenomenon of discrimination is manifested as "leave it at that",which mainly includes two main bodies:schools and the communities.In terms of schools,they are "maintaining the status quo,and do not want to spend time to change"-they"don't want to work on the procedures for admission",arrange assistive facilities for the disabled based on"everyone is out for themselves",allocate recourses with "just enough",teachers' "more less attitude",conflicts reconciled "regardless of principles","not equal status" on the peer associations.In terms of community,it is mainly "ignorance of those beyond their responsibilities":in terms of policy interpretation,it is "almost all right";in terms of information statistics of disabled children,it is "all right";and in terms of community activities,it,is "as long as one disabled child can participate".At the micro level,discrimination is manifested as "being too busy”:parents of disabled children"have no time to understand national policies in detail",they are "eager and incapable" to understand the growth of disabled children,"no one cares to understand"those disable children's inner thoughts;and family education "lacks conditions and time".These are the discriminations that disabled children encounter in the process of attending classes.Uncovering the hidden text of the phenomenon of "discrimination",the fundamental reason of this phenomenon lies in the developmentalism which has been prevailing for the past 30 years.First,in the view of the developmentalist,the whole society is a huge political and economic "machine" running at high speed,and individuals are equivalent to the spare parts of this huge machine.For giant machines to run at high speed,the individual parts must satisfy the standard of "efficiency".Therefore,in this system,the disabled are regarded as unqualified and inefficient "parts" and are always excluded and marginalized.Second,under the influence of developmentalism,policy-making should consider "benefits" and policy implementation should consider "costs",both of which should conform to the developmentalism principle of"efficiency first" and "economy first".As a result,the policy of "ordinary-class education" only stays at the bottom line to meet the needs of children with disabilities for ordinary-class education.Third,all social entities have been influenced by developmentalism for a long time,which creates a "useless" stereotype for disabled children and labels them as stigmatized.Combined with the influence of elite education culture,disabled children become the object of social discrimination as a result.Fourth,under the influence of developmentalism,schools are guided by the principle of minimizing investments and maximizing benefits when educating and cultivating students with disabilities.Schools invest minimum funds,manpower,and resources to disabled children to attend classes.Fifth,under the influence of the developmentalism,parents unconsciously think their children are "useless",but parents still hope that children could be "useful" by ordinary-class education,considering whether their investments to their child's education could get returned.Once there is a phenomenon that does not match expectations,"discrimination" will appear.Sixth,for the peer group,the appearance of disabled children occupies the limited educational resources,which affects their "development efficiency",and thus,they discriminate against disabled children.All in all,the logic under developmentalism eventually led to all kinds of discrimination.Based on the analysis above,this paper puts forward the following policy suggestions:Firstly,reforming the educational concept and breaking the shackles of developmentalism discourse;Secondly,giving play to the main role of the government,improving the policies and regulations of studying in class;Thirdly,social workers should play their professional role.The first aspect,social workers can provide professional services to disabled children who are affected by discriminations by using social work.The second aspect,social workers can coordinate and link resources to help children with disabilities build strong social supporting networks.The third aspect,social workers should play the role of advocates to promote the formation of a new view of the disabled.Through the above measures and policies,the whole society will jointly promote the high-quality development of ordinary-class education and seek more benefits for the future development of disabled children.