教师在倾听幼儿。 赵欣 供图 推动学前融合教育，是国家政策所指，也是教育公平所向。然而，在学前融合教育实践中，"隔断墙"仍处处可见。比如，特需儿童在幼儿园整齐划一的流程 中格格不入，幼儿教师因专业能力匮乏而在特需儿童面前束手无策，家长间因信任缺失而彼此隔阂……开展融合教育10年来，山东省临沂市沂南县第二实验 幼儿园不断摸索，试图从环境改造、评估转型与家园协同三方面破局，打通"隔断墙"，让融合自然发生。 打通环境"隔断墙"：用包容代替隔离 那个午后，孤独症男孩笑笑安静地跟在妈妈身后，对我介绍的资源教室毫无反应。然而，就在我们交谈时，他却独自蹲在院子的一个角落，用废弃木块拼摆 出了一个个充满想象力的图案。我的心被深深震撼了。 笑笑的小木块，让我们彻底醒悟：真正的融合，不该发生在隔离的"教室"里，而应诞生于孩子们自然聚集的每一个角落。 一场环境改造就此展开。我们拆除了那个很少有人问津的大型滑梯，换成了可以自由组合的积木；推倒了闲置仓库，建起了充满野趣的小山坡；把孩子们最 爱的沙池扩大数倍，让硬化地面长出青草、堆起树桩。 改变悄然发生，曾经抗拒训练的强强，在小山坡上找到了属于自己的舞台。他每天乐此不疲地上下奔跑，从独 ...

Core Viewpoint - The implementation of the "Preschool Education Law" in China aims to create a supportive environment for the healthy growth of children, including those with disabilities, and promotes inclusive education practices in Shenzhen [1][2]. Group 1: Legislative Framework - The "Preschool Education Law" was passed on November 8, 2024, and will take effect on June 1, 2025, emphasizing principles such as universal access, government leadership, child-centered approaches, and quality assurance in preschool education [1]. - Specific provisions in the law ensure that children with disabilities have access to inclusive preschool education, detailing requirements for kindergartens to accommodate special needs [1]. Group 2: Implementation of Inclusive Education - The introduction of "shadow teachers," who assist special needs children in mainstream schools, has proven effective in helping these children integrate into school life and improve their learning and social skills [2]. - The role of shadow teachers is to provide support without disrupting the normal teaching environment, benefiting not only special needs children but also fostering empathy and responsibility among their peers [2]. Group 3: Support and Resources - Since March 2024, the Shenzhen Education Bureau and the Shenzhen Disabled Persons' Federation have been collaborating on a preschool inclusive education pilot program, supported by the Shenzhen Comprehensive Service Center for the Disabled [3]. - Approximately 16,000 children under the age of six in Shenzhen are currently receiving rehabilitation assistance, highlighting the scale of support for special needs education [3]. - The need for a robust support system, including financial investment in teacher training and resources, is emphasized to ensure the successful implementation of inclusive education practices [3].