Core Viewpoint - Shandong Province has introduced China's first local legislation on special education, the "Shandong Province Special Education Regulations," which will take effect on January 1, 2026, aiming to enhance the support and development of special education in the region [2][3]. Summary by Sections Legislative Framework - The regulation consists of eight chapters and fifty-eight articles, establishing a comprehensive special education system from preschool to higher education, and clarifying the responsibilities of various government levels and departments [2][4]. Educational Integration - The regulation emphasizes the "inclusive education" concept, mandating that regular schools primarily accommodate special needs students, with special education schools serving as a backbone and home teaching as a supplementary measure [3][4]. Early Childhood and Vocational Education - It mandates the improvement of inclusive education in preschools and encourages vocational schools to offer programs tailored for special needs students, promoting collaboration between special education schools and enterprises to create internship and training bases [3][4]. Teacher and Resource Allocation - The regulation stipulates timely adjustments and allocations of special education staff according to established standards, and includes special education-related work in the performance evaluations of regular school teachers [4]. Financial Support - It outlines increased financial investment and a robust support system, including the integration of family education guidance services into government purchasing service directories and ensuring adequate funding for special education institutions [4].

Core Viewpoint - The article discusses the challenges faced by children with autism in the education system in China, highlighting the need for better integration and support for these children in mainstream schools [3][4][10]. Group 1: Current Situation of Autism in Education - The prevalence of autism in China is estimated to be between 1% to 2%, affecting millions of children and their families [4][12]. - Many children with autism are either rejected from schools or face expulsion after enrollment, indicating systemic issues in accommodating their needs [3][4]. - Recent efforts in Guangzhou include establishing an "assessment-placement" support system for special needs children, aiming to improve their educational opportunities [4][12]. Group 2: Assessment and Support Mechanisms - A recent assessment of two autistic students led to their re-enrollment in a vocational school, demonstrating the potential for successful integration with appropriate support [7][8]. - The assessment process involved evaluating the children's social skills, emotional stability, and ability to live independently, which showed that they could thrive in a mainstream educational environment with the right support [8][9]. - There is a call for schools to adapt their educational standards to better accommodate the unique strengths and challenges of autistic students [9][10]. Group 3: Recommendations for Integration - The article emphasizes that integration should be a two-way process, requiring both autistic children and the educational system to adapt [10][12]. - Schools should provide necessary support, including training for teachers and creating a conducive learning environment for autistic students [12][13]. - A comprehensive, individualized intervention model is recommended, focusing on the unique needs of each child rather than a one-size-fits-all approach [15][16]. Group 4: Challenges and Future Directions - There is a disparity between the increasing number of autism specialists and the actual availability of effective, affordable interventions for families [16][17]. - The article highlights the need for a more robust support system for autistic individuals as they transition into adulthood, addressing gaps in medical and social services [16][17]. - The rising incidence of autism, coupled with a declining birth rate, poses challenges for special education resources, necessitating urgent attention to this issue [17].

Group 1 - The prevalence of autism among children in China has reached 1% to 2%, with the number of patients exceeding ten million, impacting over one hundred million people when considering families [1] - There are ongoing issues with schools rejecting or expelling children with autism, highlighting the need for better integration and support systems in education [1][2] - Guangzhou's education bureau is exploring a "assessment-placement" support system for special children, aiming to improve resource allocation and collaboration among medical, rehabilitation, educational, and social support systems [2] Group 2 - Recent evaluations of two autistic students who faced expulsion resulted in their re-enrollment, demonstrating the importance of proper assessment and support [4][5] - The evaluation process involved assessing social interaction, language skills, and emotional stability, indicating that many autistic children can thrive in mainstream education with appropriate support [5][6] - There is a call for schools to adapt their educational approaches to better accommodate autistic students, emphasizing that integration should be a mutual effort [7][10] Group 3 - The Guangzhou Health Commission is preparing to implement a tiered service plan for autism spectrum disorders, which aims to classify and provide differentiated interventions based on the severity of the condition [12] - There is a growing concern about the lack of qualified professionals in the field of autism intervention, leading to increased financial burdens on families seeking effective treatment [12][13] - The educational system faces challenges in providing adequate resources for both mainstream and special education, particularly as the incidence of autism rises while birth rates decline [13]

Core Viewpoint - The article highlights the importance of inclusive education, emphasizing that all children, including those with special needs, should receive personalized educational opportunities without being segregated [1][2][4]. Group 1: Inclusive Education Philosophy - Ding Meizhen advocates for a model of education that accommodates all children, arguing against isolating special needs children from their peers, as this can lead to recurring behavioral issues [2][5]. - The approach involves understanding the underlying causes of children's behaviors and providing tailored solutions, rather than labeling them as "special" [2][3]. Group 2: Practical Initiatives - Ding Meizhen's team has developed over 38 shared courses and various teaching aids, such as enlarged textbooks and building block characters, to assist children with learning disabilities [2][5]. - The implementation of home-based education services for severely disabled children, like Xiao An, showcases a commitment to personalized education, including medical and nutritional support [3][4]. Group 3: Impact and Outcomes - The success stories of students like Xiaoting, who benefited from the integrated education model and went on to work in a charity supermarket, illustrate the effectiveness of these initiatives [5]. - The article emphasizes the need for a cultural shift in understanding and implementing inclusive education, aiming to create a sustainable teaching workforce dedicated to this cause [4][5].

Core Viewpoint - The article highlights the dedication and innovative approaches of Ding Meizhen, a teacher in Shanghai, who has significantly contributed to the field of special education over 25 years, emphasizing the importance of inclusive education for every child [2][3][4]. Group 1: Achievements and Contributions - Ding Meizhen has been recognized as the only representative from Shanghai to be awarded the title of "Most Beautiful Teacher" in 2025, reflecting her commitment to quality education for special children [2]. - She has developed a "Four-Stage" service chain and a "Cloud Support" platform, which have become national models for inclusive education, earning her team national and local educational awards [2][5]. - Under her leadership, the special education guidance center has implemented a comprehensive support system for special needs students, which has been recognized as a successful model for nationwide replication [5][6]. Group 2: Innovative Educational Practices - Ding Meizhen's educational philosophy is centered around the belief that "one size does not fit all," leading her to create tailored strategies for special needs students [5]. - The "Four Clouds" smart platform was developed to address challenges in identifying special needs children and providing timely support, showcasing a digital transformation in inclusive education [6]. - The platform includes features such as real-time tracking of student progress and a 24/7 online support system, which enhances the responsiveness of educational services [6]. Group 3: Community and Collaboration - Ding Meizhen emphasizes the importance of collaboration among education, health, and social services to create a supportive environment for special education [6]. - She has established a three-tiered support system involving special education teachers, resource teachers, and regular teachers to ensure comprehensive care for special needs students [6]. - The collaborative approach aims to transform inclusive education from a personal initiative into a structured government-supported program, enhancing its sustainability and effectiveness [6].

Core Viewpoint - The incident of a student with autism being "persuaded to withdraw" from a vocational school has sparked widespread social concern, highlighting the inadequacies in the education system's ability to accommodate students with autism and the urgent need for improved inclusive education practices [1][5]. Group 1: Incident Overview - A student named Xiao Tan (pseudonym) was advised not to enroll at Guangdong Mechanical Technician College due to the school's policy against admitting students with autism [3][4]. - Another student with autism faced a similar situation at the same school during the enrollment period [1][4]. - The Guangdong Provincial Disabled Persons' Federation is conducting a professional assessment of Xiao Tan to determine his suitability for enrollment [1][2]. Group 2: Educational System Challenges - The current vocational education system shows a lack of understanding and capability to support students with autism, as evidenced by the "one-size-fits-all" approach to assessing their abilities [1][10]. - Legal experts argue that the school's actions contradict the basic legal principles of equal educational rights for disabled students, as outlined in the Law on the Protection of Disabled Persons [7][10]. - The number of students with autism successfully transitioning to vocational education remains low, indicating a need for systemic changes to better support this demographic [10][12]. Group 3: Perspectives on Inclusion - Advocates emphasize that students with mild autism, like Xiao Tan, can thrive in educational settings and should be given the opportunity to integrate with their peers [8][9]. - The educational environment in vocational schools is generally more flexible, which could facilitate the inclusion of students with autism [8]. - There is a growing recognition that successful educational experiences for students with autism cannot be generalized, necessitating tailored support and assessments for both students and educational institutions [12].

Group 1 - The core viewpoint emphasizes the importance of inclusive education, where children with autism spectrum disorder (referred to as "star children") are integrated into regular classrooms without special treatment, promoting equality and understanding among all students [1][2] - The Guangxi Rehabilitation Association for the Disabled has initiated training programs for inclusive education teachers, aiming to enhance the quality and quantity of educators by training 468 teachers by August 2025 [2] - The Nanning Minzu Dong Primary School has implemented inclusive education since 1990, with 37 special needs children enrolled, including 5 with autism, and the school environment fosters a sense of normalcy and integration among all students [2][3] Group 2 - The school employs a dual approach of special education classes and regular classes, with the special education class serving as a resource center for the entire school, ensuring that all teachers collaborate effectively to meet the diverse needs of students [3] - Individualized interventions have shown positive results, as demonstrated by a student named Xiao Rui, who improved significantly during his time in the special education class before returning to his regular class [3][4] - The presence of "star children" in the classroom has fostered empathy and patience among their peers, contributing to the overall emotional and social development of all students [4][5]

Core Viewpoint - The legislative hearing on the "Shandong Province Special Education Regulations (Draft)" aims to address how to better integrate children with special needs into regular education and enhance their vocational skills [1][2]. Group 1: Legislative Hearing Insights - The hearing included representatives from special education schools, regular schools, vocational schools, parents of special needs students, and relevant department officials, focusing on improving educational quality for special needs children [2][3]. - Early intervention is crucial; for instance, social training for children with autism is most effective when started at ages 2-3, and early diagnosis and use of hearing aids for hearing-impaired children can significantly reduce language development delays [2][3]. Group 2: Recommendations and Practices - Establishing a county-level special education resource center and school resource classrooms is recommended, along with specific qualifications for itinerant teachers [4]. - A personalized management approach, including individualized education plans and diverse assessment systems, is suggested to better support special needs students in regular classrooms [4]. - The integration of vocational education with special education faces challenges, such as the lack of accessibility in exam venues and the need for exam content to accommodate the characteristics of disabled students [4].

Core Viewpoint - The Ministry of Education has announced the selection of 25 candidates for the "Most Beautiful Teacher" award for 2025, highlighting their significant contributions to education and society [1]. Group 1: Teacher Contributions - Ding Meizhen has dedicated 36 years to education, focusing on inclusive education and developing personalized teaching methods for children with special needs [3]. - Ma Qiong has transformed metallurgy skills into a prestigious program, helping over 1,000 families improve their livelihoods through vocational training [4]. - Shui Banyan has made significant contributions to marine ecology education and has supported over 20,000 fishermen in achieving better livelihoods [5]. - Deng Zongquan has focused on aerospace engineering education, contributing to the training of talented individuals for China's space industry [6]. - Gu Sangquzhen has established an art troupe for disabled children, providing them opportunities to shine through dance [7]. Group 2: Innovative Teaching Methods - Ren Mingjie has documented his teaching journey extensively, emphasizing the importance of rural education and innovative teaching practices [8]. - Liu Yuzhong has dedicated 40 years to rural education, implementing effective teaching strategies to help students escape poverty [9]. - Liu Yichun has developed a new teacher education model that integrates university, government, and school collaboration, benefiting thousands of teacher trainees [10]. - Qin Chunjuan has pioneered information technology education in rural areas, significantly enhancing students' learning experiences [18]. Group 3: Recognition and Awards - Many of the selected teachers have received national and provincial awards for their outstanding contributions to education, including national model teacher and advanced worker titles [3][4][5][6][7][8][9][10][18].

Group 1 - The training for "shadow teachers" aims to enhance the support for children with special educational needs in regular schools, addressing the increasing number of such children in recent years [1][4] - "Shadow teachers," also known as special education assistants, play a crucial role in helping special needs children adapt to the learning environment, requiring tailored approaches for each child's unique needs [2][3] - The training program includes expert instructors from various fields, such as education, psychology, and special education, to equip "shadow teachers" with the necessary knowledge and skills [2][4] Group 2 - The number of special needs children in Hangzhou is on the rise, with over 500 expected to enroll in regular classes in the West Lake District for the 2024 academic year, indicating a growing demand for specialized educational support [3][4] - The West Lake District is enhancing its educational infrastructure by adding new resource classrooms and focusing on developing a robust team of "shadow teachers" to meet the needs of special education [3][4] - The training not only provides professional knowledge but also fosters collaboration among educators, allowing them to share experiences and solutions to challenges faced in inclusive education [3][5]