作为一所融普通学前教育与特殊教育于一体的公办性质幼儿园，该园自2016年9月在新区开园以来，积 极探索特殊需要儿童与健全幼儿共同成长的融合教育模式。截至2025年，该园累计培养幼儿3068人次， 其中接纳并实施融合教育的特殊需要儿童达348人次。 记者 周靖博 责任编辑：任彩玲 每日甘肃网1月7日讯 据兰州晚报报道 近日，兰州新区教育和卫生健康委员会公布2025年幼儿园分类评 估结果，甘肃省听力语言康复中心幼儿园获评省级一类幼儿园。至此，新区省级一类幼儿园数量增至11 所。 兰州新区省级一类幼儿园增至11所 ...

（来源：南京晨报） 转自：南京晨报 学校供图 鼓楼区教育局局长、区委教育工委书记侯正永汇报称，该区以"四融"行动为抓手，形成"五全"格局，未 来将锚定更优质、更包容、更智慧的目标，深化个别化教育。 晨报讯（南京晨报/爱南京见习记者 谢云）12月24日，南京市鼓楼区"融心汇智，合育未来"——江苏省 融合教育示范区建设成果汇报会在天妃宫小学隆重举行，各级领导、专家及师生家长代表齐聚，见证鼓 楼融合教育40年发展历程。 天妃宫小学党总支书记杨俊分享了融合教育中的爱与坚守故事，诠释了"一个都不能少"的教育使命。活 动现场表彰了先进单位与个人：天妃宫小学获评"江苏省融合教育示范校"，9家单位成为培育对象，10 余名教师获各级奖项。同时，鼓楼区组建"星护"教育研究联盟，搭建三级孤独症研究体系，推动相关教 育向系统化发展。 活动以6节优质课例观摩拉开序幕，涵盖语文、劳动、科学、数学等学科，充分关注学生差异化需求。 其中，天妃宫小学季舟逸老师与特教指导中心赵文丽老师共同执教的双师融合小组课，诠释了普特教育 的专业协作，提供了可借鉴的课堂范式。 鼓楼区副区长金学春表示，融合教育是彰显公平与温度的实践。鼓楼区以"融心"为情感根基 ...

秀中多件作品使用废弃边角料和旧衣物改造而成，这不仅是设计展示，更是学校可持续发展教育的生动 表达。段然老师表示："当学生亲手将废弃物料转化为艺术品，他们对可持续性的理解远超课堂讲 授。"这反映了学校"全人教育"理念——艺术教育亦是价值观塑造与世界观构建。 转自：扬子晚报 近日，南京仙林外国语学校国际高中第16届国际文化艺术节上，一场名为"The Jeaneration"的学生原创 时装秀精彩上演。这场秀不仅是一次艺术展示，更是学校创新教育理念的生动实践。 "The Jeaneration"强调学生参与从概念设计、面料选择、立体剪裁到成品制作的全流程。这一过程自然 融合了多学科知识。一位参与学生分享："设计解构牛仔外套时，需运用几何知识计算剪裁角度，思考 力学原理平衡装饰与实用性。"这正体现了学校将科学、技术、工程、艺术和数学等学科知识转化为解 决实际问题工具箱的融合教育理念。 "The Jeaneration"巧妙融合"牛仔布(Jean)"与"一代人(Generation)"，寓意学生"重新定义经典"。近60位师 生共同参与，21位学生模特和6位教师同台，展示由33名学生自主设计的服装。从建筑美学中汲取灵感 ...

Core Viewpoint - The integration education initiative in Gongshu District aims to bridge the gap between special needs children and their peers through collaborative activities and programs, enhancing social interaction and educational opportunities for all students [1][2]. Group 1: Integration Education Initiatives - The pairing of students from Chaohui Experimental Primary School and Health Experimental School represents a beneficial attempt at integration education, facilitating communication between special needs and regular students [2]. - The initiative addresses the increasing number of special needs children entering mainstream schools, providing a practical platform for regular school teachers to learn special education methods [2]. Group 2: "Firefly Academy" Program - Gongshu District launched the "Firefly Academy," the first inclusive education project in the province, offering free training to 597 special needs children, with a high parent satisfaction rate of 98% [2][3]. - The program will continue in the fall with 40 specialized courses, including one-on-one assessments and family education guidance, to help parents identify special education needs [3]. - The initiative emphasizes the collaboration of families, schools, and society to enhance students' social adaptability and self-confidence [3].

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].