记者杨璐济南报道 《条例》规定县级以上人民政府统筹实施多种形式的学前教育,提高融合教育办学水平,接收能够适应普 通幼儿园生活的特殊需要儿童入园。压实义务教育阶段普通学校接收特殊学生随班就读工作责任,加强 资源教室建设,探索特殊需要学生助教陪读制度,为适龄特殊需要学生就近就便进入普通学校学习提供支 持和帮助。支持高等学校增设专业、扩大招生规模、实施单独考试单独招生,提高特殊需要学生高等教 育入学率。 在健全特殊教育体系,规范特殊教育管理方面,《条例》优化特教学校布局。规定设区的市、县(市、区) 人民政府按照国家和省有关标准,通过新建、改建、扩建、迁建等方式,建设标准化的特教学校。设区的 市应当建设孤独症儿童特教学校,或者依托现有特教学校设置孤独症儿童特教部,逐步扩大招收孤独症儿 童的规模。健全送教上门制度,规范送教上门形式和内容,提高送教质量。建立县级以上特殊教育专家委 员会,开展特殊教育需要学生入学评估、争议处理建议等工作。统筹成立县级以上特殊教育资源中心,辐 射各地教研指导,为特殊教育提供支持服务。 在强化职业教育,注重对特殊需要学生的职业技能培养方面,《条例》规定职业学校合理设置面向特殊需 要学生的专业, ...

Core Viewpoint - The Shandong Provincial People's Congress is initiating local legislation for special education, aiming to provide legal support for the development of special education and to accumulate experience for national legislation [3]. Group 1: Legislative Context - The draft regulation defines special education as education aimed at children and adolescents with disabilities and other special needs, such as autism and ADHD [3]. - Currently, there is no national special education law, and local regulations are also lacking, making Shandong a pioneer in this area [3]. Group 2: Mechanism for Support - Article 13 of the draft regulation mandates the establishment of a mechanism for screening, diagnosis, education, and rehabilitation for children with special needs, ensuring they receive timely medical services and education [3][4]. - The focus of the hearing was on the operability of these provisions and the responsibilities of relevant departments [3]. Group 3: Importance of Early Intervention - Early detection and intervention for special needs children are crucial for their development, quality of life, and reducing burdens on families and society [4]. - Examples include significant improvements in social communication for autism children when intervention occurs at ages 2-3, and a 40% increase in self-care ability for cerebral palsy children who receive rehabilitation before age 1 [4]. Group 4: Departmental Responsibilities - Recommendations were made for the division of responsibilities among health, education, and disability departments to ensure effective implementation of the proposed mechanisms [4]. - Health departments are suggested to provide screening and medical support, education departments to offer schooling services and curriculum development, and disability departments to coordinate resources and support inclusive education [4].