Research On Learning In Regular Classroom Policy Implementation Deviation And Its Improvement In Compulsory Education Stage

It is a legal obligation of the Government to ensure that every school-age disabled child and adolescent receives compulsory education.The Party and the State attach great importance to the education of children and adolescents with disabilities,and have issued a series of policies to effectively ensure the realization of the educational rights and interests of special children.At present,China has initially established a policy system for children attending classes in the compulsory education stage,showing the characteristics of adhering to the implementation of the government’s responsibility for children and adolescents with disabilities to attend classes,establishing and improving the support and guarantee system for children and adolescents attending classes,and effectively improving the quality of education and teaching in classes,which has played an important role in adjusting social problems and social relations in the field of education,solving the problem of education for children and adolescents with disabilities,and realizing educational equity.However,the solution of policy problems does not only depend on the introduction of policies,but more importantly,on the transformation of policy goals into reality through policy implementation.This study focuses on the implementation of the policy on the follow-up enrollment of children and adolescents with disabilities in the compulsory education stage,systematically analyzes the main contents of the policy for children and adolescents with disabilities in the compulsory education stage,and puts forward the core question of why deviations occur in the implementation of the policy for children and adolescents with disabilities in the compulsory education stage.Through the questionnaire survey method and interview method,553 questionnaires of teachers attending classes were distributed and collected to understand the development of ordinary schools with class attendance,and interviews and dialogues were conducted with 3 teachers,1 school administrator,and 2 personnel of education administrative departments to discuss what kind of policy perception different subjects have in the process of policy implementation.What behavioral choices were made? And how do the behaviors and perceptions of the implementing entities and target groups affect the achievement of policy objectives?A systematic analysis of the implementation of the policy of accompanying children with disabilities in the compulsory education stage was carried out.It is found that although the implementation of the policy of attending classes has achieved certain results,the symbolic implementation,copy-based implementation,and selective implementation still exist in practice,which are the practical manifestations of the deviation in the implementation of the policy for children and adolescents with disabilities.Based on this,within the framework of Smith’s policy implementation model,this study analyzes the implementation deviation of the policy of children and adolescents with disabilities attending classes in the compulsory education stage from four aspects: policy text,implementation subject,target group and policy environment,and believes that the reasons for the above deviation mainly include: lack of clarity and operability of the policy text;insufficient capacity of policy implementation agents;lack of correct understanding of the policy among the target groups for policy implementation;The supportive environment for policy implementation is poor.In view of the manifestations and causes of the deviation of the implementation of the policy for children and adolescents with disabilities attending classes in the above compulsory education stage,this study proposes an optimization path from the four dimensions of the Smith policy implementation model,and believes that the policy scheme should be optimized to enhance the accuracy and binding force of the policy.Strengthen the capacity of policy implementation subjects and form a joint force for policy implementation;Integrate differentiated interest demands and enhance the policy recognition of target groups;Create a healthy environment for policy implementation.