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 highlights the dedication of a special education teacher, Gu Sangquzhen, who has spent 15 years using dance to inspire and educate hearing-impaired children, demonstrating the power of creative teaching methods in special education [1][2]. Group 1: Teacher's Background and Approach - Gu Sangquzhen began her career in a regular middle school teaching English and dance before transitioning to a special education school in 2010, where she faced the challenge of teaching dance to hearing-impaired students [1]. - She developed innovative teaching methods to help students "hear" the rhythm of dance through physical sensations, such as striking a drum and feeling vibrations from speakers [1]. Group 2: Student Success Stories - One of her notable students, Danzen Bajiu, showed great interest in dance and, through hard work and Gu's guidance, was able to advance to a special education high school and later gain admission to Changchun University for a dance performance major [2]. Group 3: Recognition and Impact - Gu Sangquzhen was awarded the title of "Most Beautiful Teacher" in the country, which she attributes not only to her efforts but also to the collective dedication of all teachers working in rural and special education [2].

Core Viewpoint - The article highlights the innovative approach of Shandong Special Education Vocational College in training hearing-impaired students in the field of cultural relic restoration, showcasing their unique capabilities and the positive societal impact of this initiative [1][4]. Group 1: Educational Approach - The college established a cultural relic restoration and protection program specifically for hearing-impaired students in collaboration with state-owned cultural heritage units and enterprises in 2019 [2]. - Traditional teaching methods were found ineffective, leading to the development of a specialized sign language manual for professional terms and practical tools, enhancing the learning experience for students [2][3]. - The program has evolved from basic facilities to a comprehensive training environment with approximately 1,000 square meters of workspace and advanced equipment [3]. Group 2: Student Development and Achievements - The program has successfully trained nearly 100 graduates, with around 50 becoming full-time restorers, reflecting a growing recognition of the profession [3][4]. - Students have demonstrated significant progress, with the ability to restore thousands of pages of ancient texts and hundreds of ceramic pieces annually, contributing to projects at the Shandong Museum [3]. - The initiative has not only improved students' skills but also enhanced their self-worth and societal acceptance, as evidenced by positive feedback from clients and increased interest from parents in vocational choices for special needs children [4][5]. Group 3: Societal Impact - The program has contributed to changing societal perceptions of hearing-impaired individuals, as evidenced by a former student's success in proving their capabilities to clients [4]. - The admission ratio for the program is now 3:1, with inquiries increasing fivefold since its inception, indicating a growing interest and recognition of the field [4].

特殊教育之路从非坦途，而是一直都有挑战。来到职业教育阶段，不仅学生需要克服很多困难，本 身并不是职业教育出身的特校教师们要付出更多努力。爱心和耐心只是底色，在无数个日夜的重复练习 和耐心教导中，将"不可能"慢慢变成了"可能"。 特殊群体的就业梦想，需要多方的温柔托举，采访中，我也看到了社会各界对于特殊劳动者的大 爱。 在陵水特殊教育学校职业教育部，"快乐人、手艺人、阳光人"这九个字意义深远。对于从这里走出 的毕业生而言，就业不仅意味着一份收入，更是一个真正融入社会的出口。清晨的文黎安居房小区，思 思和阿润手持水管悉心浇灌，水流在朝阳下划出晶莹的弧线——这些曾被看作需要特殊庇护的年轻人， 正用双手浇灌属于自己的春天。 "我不愿看到残障的孩子被'藏'在家里，在一堵堵有形无形的墙内，成为被忽视的人。"这是校长下 定决心启动"两端延伸"计划，推动职业教育和特殊教育融合的初衷。如果说许多事业追求的是鲜花与果 实，特殊教育耕耘的，则是土壤之下托举希望的根基。 尽管不善言辞，但这些孩子们都渴望着能用所学技能回报社会和家庭，实现自己的人生价值。当他 们靠自己的劳动获得收入、赢得尊重，整个社会也在书写更深刻的文明注脚。愿所有的 ...

Core Viewpoint - The tragedy of the autistic boy's disappearance and death highlights the uneven quality of special education and the collective challenges faced by families with special needs children [2][4]. Group 1: Incident Overview - An 8-year-old autistic boy went missing during an outing with a rehabilitation institution and was found dead five days later [2]. - The search efforts were emotionally charged, with the boy's mother pleading for his return, showcasing the deep sorrow and anger from the community [2][3]. Group 2: Institutional Accountability - The involved institution, "Tomorrow's Light," has been criticized for various issues, including operating as a domestic service provider while offering special needs rehabilitation services, high fees, and inadequate staff-to-child ratios [3][4]. - There was a significant delay in reporting the boy's disappearance, with a two-hour gap before authorities were notified [3]. Group 3: Special Education Challenges - The incident reveals the broader issues within special education, including the lack of qualified institutions and the insufficient support for families of special needs children [4][5]. - The disparity in resources is evident when compared to other countries, where there are more options and better support systems for special needs education [4]. Group 4: Community Response - The search for the boy saw a remarkable outpouring of community support, with volunteers from various backgrounds coming together to assist in the search efforts [6]. - This collective goodwill reflects the essential human connection and compassion within society, emphasizing the importance of community in times of crisis [6].

Group 1 - The incident highlights significant issues within the special education sector, particularly the lack of qualified institutions and the challenges faced by families with special needs children [2][3] - The organization involved, "Tomorrow's Light," is under scrutiny for operating as a domestic service provider while offering rehabilitation services for special needs children, raising concerns about its legitimacy and operational practices [2][3] - The tragedy underscores the urgent need for regulatory improvements in special education to ensure safety and proper care for vulnerable children [4] Group 2 - The event has sparked discussions about the disparity in special education resources, with comparisons drawn to countries like the UK, where there are more options and support for special needs children [3][4] - The community response during the search operation showcased the collective goodwill and support from volunteers, emphasizing the importance of social solidarity in times of crisis [5] - The incident serves as a potential catalyst for reform in the special education system, advocating for a balanced approach that ensures safety without stifling opportunities for special needs children [4]

如果说，没有爱就没有教育 那我愿把这份爱，永远继续下去 我该怎么做 放弃吗？ 还是说，能为这些孩子 做些什么 1973年，我开始从事教育工作 那年，我才21岁 当初师范毕业的时候是个理科老师 没想到却被分配到一所刚建好的特殊教育学校——昆山聋哑学校 也没想到，沟通成了教学最大的障碍 后来 当我真的学会手语 成了一名特教老师 这仅仅是个开始 我试着抱着倔脾气的孩子，坐在教室最后一排听课，一起改变 试着送教上门，一起发声 特别的教学 特别的关爱 才发现 试着去陪更多聋哑孩子一起走出更广阔的路 这条路上，对我来说，一切都是特别的 特别的学生 特别的老师 特别的可爱 十年前，我退休 十年后，才发觉，我又干了十年 一生只做一件事 从事特教 它没有让我变得更富有 也没有让我成为名人 但让我收获了最多的爱 听见了孩子们用手语比划"喊"出的一声"哑父" 更让我感受到了社会的帮助和支持 荣获"交通银行特教园丁奖" 得到了交行的资助 谢谢你啊，交行 我相信，特别的爱，值得特别的美好 这十年，我们在一起 【纠错】 【责任编辑:刘睿祎】 ...

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].

Group 1 - The core viewpoint emphasizes the importance of educational equity and quality, highlighting the need for better educational opportunities for all children, particularly in underdeveloped regions [2][4] - The establishment of the Guoluo Xining Nationality Middle School in 2019, supported by Shanghai, aims to address the educational needs of children in the Guoluo pastoral area, which has historically faced challenges in accessing quality education [4][9] - The initiative has successfully welcomed over 1,700 students from Guoluo, showcasing the effectiveness of east-west educational cooperation and support [9] Group 2 - The integration of digital education resources is crucial for bridging the urban-rural educational gap, with the National Smart Education Public Service Platform providing over 110,000 basic education resources and 48,500 online courses [10][11] - The Chinese government is committed to advancing educational informationization, with a focus on utilizing artificial intelligence to enhance teaching methods and improve student engagement [11][15] - The ongoing development of AI tools in education is expected to reshape the educational landscape, making quality resources accessible to millions of students [12][15] Group 3 - Special education initiatives are increasingly providing opportunities for disabled students, with over 30,000 disabled students entering universities annually [16][19] - The Beijing Union University Special Education College is a pioneer in integrating disabled and non-disabled students, utilizing technology to enhance learning experiences for hearing-impaired students [19] - The government's focus on improving vocational education for disabled individuals aims to enhance their employability and support their integration into society [19][20]

Group 1: Education Equity and Quality - The core viewpoint emphasizes the transition from merely having access to education ("有学上") to ensuring quality education ("上好学") for all students, reflecting the public's strong desire for educational equity and quality [1] - Recent years have seen a reduction in educational disparities across regions, urban and rural areas, and different groups, driven by policy guidance, digital empowerment, and resource optimization [1][2] - The achievements in education are increasingly benefiting all citizens, promoting social equity and justice, and instilling confidence and hope in every child for their future [1] Group 2: Educational Support and Collaboration - The establishment of the Guoluo Xining Nationality Middle School in 2019, supported by Shanghai, aims to address the educational needs of children in the Guoluo pastoral area, facilitating their access to quality education [3] - The initiative has successfully welcomed over 1,700 students from Guoluo, showcasing the effectiveness of East-West educational collaboration and support [3] - The importance of educational assistance from developed coastal regions to underdeveloped western areas is highlighted, with a focus on nurturing students for long-term benefits [2][3] Group 3: Digital Empowerment in Education - The National Smart Education Public Service Platform has gathered over 110,000 basic education resources and 48,500 online quality courses, benefiting over 169 million registered users [5] - The platform aims to bridge the digital gap between urban and rural education, promoting educational equity and enabling millions of children to share quality education resources [4][5] - The integration of artificial intelligence in education is transforming teaching methods, enhancing student engagement, and facilitating personalized learning experiences [6][7] Group 4: Special Education Initiatives - The increasing enrollment of disabled students in universities, with over 30,000 each year, reflects the growing inclusivity in education [7][8] - Special education programs are being developed to cater to the unique needs of disabled students, providing them with opportunities for higher education and skill development [8][9] - The government's commitment to improving the educational landscape for disabled children is evident in the implementation of supportive measures and the establishment of specialized educational institutions [7][8]