特殊教育：折翼天使需要更有力的“翅膀”

Zeng Wei saw many smiling faces in the process of internship. He wrote in the Memories of Wechat： \"During this time， I have deep feelings. Adorable and poor children make me feel sad， they need the love from everyone！\" What he said was the unforgettable memory he had in the Special Education School of Shaodong， Shaoyang， Hunan Province， Chinese， with children who needed special education.

At the beginning of 2015， the Chinese Ministry of Education to determined 37 cities （states） and counties （districts） in China as national experimenting district of special education， the development of special education reform of which would get the support of policy， fund and project. In fact， Zeng Wei has had contact with children who are similar to \"fallen angels\" worldwide. Some data show that 8% to 12% of the total number of students the U.S. \"need special education\"； in Britain the percentage of children who are examined to be \"in need of special education\" is 20%； the reported prevalence rate of difficult children in the Netherlands is 26%； the ratio of special children in Poland is 30%...

How much sorrow and touching smiles are behind these cold figures is perhaps unknown to us， but it is very urgent to take positive action to endow the angels a pair of more powerful \"wings\".

曾維在實習過程中，見到了很多孩子的笑臉。他在自己的微信朋友圈寫到：“在這段時間內，我感觸頗深，這群可愛又可憐的孩子讓我感到非常心酸，他們很需要大家的關愛！”他所提及的，是他在中國湖南省邵陽市邵東縣特殊教育學校，和特殊教育需要兒童在一起短暫卻難忘的經歷。

2015年初，中國教育部確定中國37個市（州）、縣（區）為國家特殊教育改革實驗區，其特殊教育改革發展將獲得政策、資金、項目等支持。實際上，在世界范圍內，與曾維所接觸到的孩子一樣的“折翼天使”同樣存在。有數據顯示，美國學習方面有“特殊需要”的學生占總數的8%-12%；英國“特殊教育需要”兒童的檢出率為20%；荷蘭報告問題兒童的患病率為26%；波蘭特殊兒童的比率為30%……

這一串冰冷的數字背后隱藏著多少悲傷，以及令人動容的笑容我們或許不得而知，但積極行動起來給這群天使一雙更有力的“翅膀”，刻不容緩。

To touch a way out for

“special education”

“特殊教育”的摸索路

Zeng Wei is a 27-year-old senior student majoring in Art Design of Tianjin University of Technology. He said，\" Actually I want to be a teacher\". During the two weeks in which he had contact with the children with the Special Education School of Shaodong， he had complicated feelings.

He said frankly， \"These children are both adorable and poor. They are adorable because they often smiled at me， saying hello Mr. Zeng. They are poor because most of them are eleven or twelve years old， being the first grade student， having some problems in learning and being lonely sometimes. However， their parents do not care about them. They want parents and they also have their own dreams.\" In his spare time after finishing the assignments， Zeng Wei launches fund-raising activities for children， \"my brother and I have congenital hearing impairment， so it is more easy for us to have empathy.\" he told the reporter.

27歲的曾維，是一名天津理工大學藝術設計專業大四的學生，他說：“其實我想當老師”。他與邵東特殊教育學校孩子們接觸的兩周時間，內心有著復雜的情感。

他坦言，“這群孩子讓人又愛又憐，可愛的是他們常常對著我微笑，向我說曾老師好。可憐的是他們中大多數人是十一、二歲的年紀，就讀一年級，學習上有一些問題，有時會孤獨。但是，孩子的父母不管他們，他們渴望父母，同樣也有自己的夢想。”在繁忙的課業之余，曾維還為孩子們發起了募捐活動，“我和弟弟都有先天性聽力障礙，更能感同身受。”他告訴本刊記者。

Previously， Louise Arbour， UN High Commissioner for Human Rights said in a public statement， \"The existing system of human rights aims to promoting and protecting the rights and interests of the handicapped， but the existing standards and institutions can not provide full protection to all kinds of people with disabilities.\" So， in the UN International Convention on the Rights of Persons with Disabilities， it is particularly pointed out that the purpose and function of special education is to develop of human potential to the most， and develop of the personalities， talents， intelligence and physical fitness of persons with disabilities fully， to improve their ability of surviving， developing and adapting.

Actually， since the British missionary Hill Murray created the new era of modern special education in China in 1874， special education has had a history of more than 100 years in China， and special education institutions such as the Special Education School of Shaodong have also experienced flowers and thorns in this long path.

此前，聯合國人權事務高級專員路易斯·阿爾布爾在公開聲明中表示，“現存的人權體系旨在促進、保護殘疾人權益，但是現有的標準和機構都不能給各類殘疾人提供充分的保護。”正如此，在聯合國《殘疾人權利國際公約》中特別指出特殊教育的目的和作用在于充分開發人的潛能，充分發展殘疾人的個性、才華和創造力以及智能和體能，并提升他們的生存、發展和適應能力。

事實上，自1874年英國傳教士穆威廉（Hill Murray）在中國開創了現代特殊教育新紀元以來，特殊教育在中國已經有了一百多年的歷史，如邵東特殊教育學校一樣的特殊教學機構也在這漫長的道路中，經歷著鮮花和荊棘。

Take the Special Education School of Shaodong as an example， the reporter got to know that the school currently has more than 200 children， more than 40 teachers and 12 classes. There are three classes of Deaf Department （children with hearing impairment）， seven classes of Intelligence Inspiration （mentally handicapped children above 7 years old） and two classes of Rehabilitation Department of Mentally Handicapped （ handicapped children from 0 to 7 years old） . \"In the curriculum setting， classes of Deaf Department have corresponding art classes， dance rhythm class and computer practice classes； children of classes of Intelligence Inspiration are divided into different classes according to their IQ levels， and the courses set up for them are relatively closer to life than those of average students； classes of Rehabilitation Department of Mentally Handicapped have a variety of courses， including morning exercises， classes with comprehensive themes， music， art crafts， games circle classes， individual training class （one to one teaching） and sensory integrated course.\" Tutor Shen introduced to the reporter.

Of course， Shaodong is a microcosm of Chinese special education schools. According to the 2013 statistics of the Ministry of Education of China， in 2013 the total number of special education schools was 1933， 80 more than that of last year. Enrolling 66000 people， 278 more than that of the previous year and increased by 0.4%； 368000 students at school， 11000 less than that of the last year， dropped for 2.8%.

以邵東特殊教育學校為例，記者了解到，該校目前有200多名兒童、40多名老師，有12個班。分別是聾部（聽力障礙的孩子）3個班、啟智部（7歲以上智力障礙的孩子）7個班、智障康復部（0-7歲有智力障礙的孩子就讀）2個班。“在課程設置方面，聾部班級相對應的美術課、舞蹈律動課、計算機實操課等都有開設；啟智部孩子按照能力、智商層次等分班，開設的課程相對正常孩子要生活化很多；康復部的課程比較豐富，包括早操、綜合主題課、音樂、美術手工、游戲圓圈課、個訓課（一對一教學）、感覺統合課等。”該校的申老師向記者介紹。

當然，邵東只是中國特殊教育學校的一個縮影，據中國教育部2013年中國教育概況統計顯示，2013年中國共有特殊教育學校1933所，比上年增加80所。招生6.6萬人，比上年增加278人，增長0.4%；在校生36.8萬人，比上年減少1.1萬人，下降2.8%。

The difficulty of

“special education”

“特殊教育”發展之困

Though the statistics show and the 2015 government work report mentioned particularly to promote the construction of the standardization of special education， but in the actual process of implementing， the development path of \"special education\" still have difficulties.

Some teachers of special education school pointed out in the NPC and CPPCC that， since there is no uniform teaching material in China， some special education schools have to grope for the way to give classes. For example， some schools refer to the teaching materials of ordinary schools while some schools have their own textbooks. No standardization of textbook may cause the problem of uneven quality easily， and it is bad for the development of students in the long run.

In addition， the Ministry of Education of China pointed out clearly while making summary of the situation of special education in 2013： the increase of the scale special education had slowed down and the quality of teachers needed to be improved. Some data show that in 2013， the number of full-time Chinese special education teachers was 46000， 1956 more than that of the previous year； the ration of the full-time teachers who had had the training of special education was 61%， with an increase of 14.3% compared with that of the previous year. However， compared with the above mentioned base number of 368000， the number of full-time teachers seems little.

雖然如上述統計數據顯示，以及2015年政府工作報告中專門提到，要推進特殊教育學校標準化建設，但是在實際推進過程中，“特殊教育”的發展之路仍存在困境。

有特殊教育學校老師在兩會期間指出，目前國內由于沒有統一的教材，一些特殊教育學校在授課上都是摸索進行。譬如，在教學授課中有的學校參考普通學校教材，有的學校自編教材。教材沒有標準化設置，極易存在質量參差不齊的問題，長此以往不利于學生的學習成長。

此外，中國教育部在對2013年教育概況進行總結時，也明確指出：特殊教育規模增長有所下降，教師素質仍有待提高。數據顯示2013年，中國特殊教育專任教師數量為4.6萬人，比上年增加了1956人；專任教師中受過特殊教育專業培訓的比例為61.0%，比上年提高了14.3個百分點。不過，與前文所提及的36.8萬的基數相比，專任教師的數量也略顯單薄。

It have been two years since Ms. Shen entered the faculty team， \"First of all， I still feel that I lack ability and practical knowledge； secondly， the children of special education schools need more intuitive， easily understood toys， teaching tools and rehabilitation equipment.\" In the interview， she did not avoid the problems she felt during teaching. At the same time， Zhao Qiangtai， Deputy Minister of Department of Conservation of Shenzhen Baoan Social Welfare Center， a Special Education major who took up special education for many years after graduation stressed the same problem while receiving the interview of Nanfang Daily that， “ Love alone cannot solve the problem. The characteristics of students in learning must be understood， for example children with reading disorders cannot learn from books， and teaching methods， teaching tools and so on should be plain and simple.\"

Some experts even pointed out that， according to the relevant provisions of Chinese \"Education Law\"， Chinese education mainly relies on fiscal appropriation， with multi-channel financing as supplements， \" the investment of special education funds is much lower than that of the education of average children， which is unfair phenomenon.\" As for education fairness， China Premier Li Keqiang mentioned that \"Creating educational fairness brooks no delay\" in many public occasions， which is more suitable for special education.

申老師進入特教隊伍已經有兩年半時間，“首先，我還是覺得自身的能力不夠，實操的知識太少；其次，特殊教育學校的孩子們需要更多更直觀、更易于理解的玩教具跟康復器材。”在采訪中，她沒有回避自己在教學中切身感受到的問題。與此同時，從特殊教育專業畢業后多年從事特殊教育的深圳市寶安社會福利中心保育部副部長趙強太在接受《南方日報》采訪時，也重申了同樣的問題，“不單純是愛心能解決問題，必須了解孩子的學習特點，如有閱讀障礙的孩子拿本書是學不成的，教學方法、教具使用等都應該平實一些。”

還有專家指出，根據中國《教育法》的相關規定，中國教育采取以財政撥款為主、多渠道籌資為輔的體制，“特殊教育經費的投入要遠低于普通兒童教育，存在教育經費不公平的現象。”在教育公平問題方面，中國國務院總理李克強在多個公開場合都有提及“創造教育公平刻不容緩”，對于特殊教育更是如此。

Caring actions brook no delay

關愛行動刻不容緩

Of course， in addition to the objective difficulties such as infrastructure， social discrimination and the absence of family education included in the education system of special children are urgent problems to be face to in the caring action.

Zeng Wei also told the reporter his concern， \"They cannot hear beautiful sounds， say touching words or communicate like average people， causing many difficulties in their learning， entertainment， health care and so on. Their psychological states are sometimes inferior and sometimes lonely.\" In view of this， Zeng Wei launched a fund-raising activity for caring the deaf and mute students and raised 2000 RMB in just two weeks.

當然，除了與上述提到的諸如基礎設施等方面的客觀困境相比，社會的歧視、甚至包括特殊兒童教育體系中的家庭教育的缺失，都是在開展關愛行動中亟需正視的問題。

曾維也向記者表示了擔憂，“他們聽不到美麗的聲音，說不出動聽的話，無法像正常人一樣交流溝通，造成了他們在學習、娛樂、就醫等方面存在難題，他們的心理狀態時而自卑，時而孤單。”基于此，曾維在短短兩周時間內，發起關愛聾啞學生捐款、捐物活動，一共籌得2000元善款。

It is said that the warmhearted Zeng Wei asked for the price and bargained with the boss through mobile phone typing， bought not only daily items such cups， toothpastes， toothbrush， soap， glasses for mouth-rinsing and towels for children， but also stationery such as pencils， erasers， exercise books， sketch books， watercolor pen， oil painting sticks， math exercise books， fairy tales books， composition books， calligraphy learning books and so on. \"I was most touched by that they communicated with me every day， referred to me when they had problems in learning and they want to acquire more knowledge.\" When it come to the situation at that time， Zeng still has fresh memories.

After all， Zeng Wei should not be “fighting” alone， and to protect the rights of children with special needs effectively is the common responsibility of the state， society and parents. In the interview， Ms Shen said， \"I hope every family can have investigation during pregnancy， and face up to the problem when it comes out. Parents should pay attention to their children positively， never give up them， help them to have early rehabilitation to the largest extend， and have perfect docking in different links from educational achievements， employment， self-care and so on. No matter what level the child arrives at last，and in what state he lives， he should be able to live a good life in the state.\"

Zeng Wei also said， \"In addition to more care from society， school education and social education are suggested to take positive actions， including that more people in society learn sign language， families have homeland interaction and homeland co-nurturing.\"

據了解，熱心的曾維通過手機打字跟老板詢價、砍價，不僅給孩子們買了包括水杯、牙膏、牙刷、香皂、漱口杯、毛巾等生活用品，還給孩子們買了鉛筆、橡皮、作業本、素描本、水彩筆、油畫棒、數學練習冊、童話書、作文書、字帖等學習用品。“讓我感動的是他們每天都和我交流，學習上有不懂的問題都來主動問我，他們想學到更多的知識。”曾維談到當時的情形，依然記憶猶新。

畢竟，曾維不應該是一個人在“戰斗”，切實保障特殊需要兒童的各項權利，是國家、社會和家長的共同責任。在采訪中，申老師表示，“希望每個家庭都能夠從孕期排查到直面問題，家長積極重視、不放棄孩子到幫助孩子早期康復，并取得最大的康復，以及從教育成效到就業或者生活自理等各個環節，都能有完善的對接。不管孩子最后達到哪個層次、以怎樣的狀態活著，都能在那個狀態過出他的美好。”

曾維也表示，“除了社會應給予孩子們更多的關愛外，也建議學校教育、社會教育都積極行動起來，包括社會中更多的人來學習手語，家庭之間進行家園互動、家園共育。”

\"Special education\"

in foreign countries

“特殊教育”在國外

Some Data show that 6000000 special children in the U.S. are receiving special education and have basically achieved the goal that all special children can go to school. In addition， relevant legal provisions of the U.S. stipulate that every school district should support special education， and from kindergarten， primary school， junior high school to senior high school， teachers and equipment of special education must be equipped. At the same time， the society of the U.S. has complete diagnosis system and treatment system， having effect on the burden of the family and the treatment of children. For example， if a child is diagnosed as special child， all treatment costs should be borne by the government， and he/she can accept all kinds of treatments and early education at home before the age of three， and the preschool education and special education after three years old is also a complete system.

In Japan， special education for handicapped children is included into the compulsory education. In 2007， in order to grasp the educational needs of children with special accurately， special education was transmitted to special supporting education， and special education institutions were set up， construction of teachers of special education was strengthened， the special education conditions was improved， the teaching quality of special education was improved and the funding was increased， as well as some other means to strengthen the protection of the rights of children with special needs.

Australia stresses the importance of early intervention， for example， newly-born babies of 10 months should receive hearing screening examinations， then as long as the parents think that the children are abnormal and need special help， the can inquire relevant departments， and get suggestions of health care and education services. In addition， when the children arrive schooling age， a public school will be used to arrange for them， and the children will be equipped with barrier-free facilities and tutors. The school will work out the funds required， the government will audit and allocate it， and public schools cannot refuse to accept the assigned children.

資料顯示，美國有600萬特殊兒童接受特殊教育，基本上實現了所有特殊兒童都能上學的目標。此外，美國有相關法律規定全國每一個學區都要支持特殊教育，從幼兒園、小學、初中到高中，都要有特殊教育師資和設備。與此同時，美國社會從診斷到治療系統的完備，對家庭的負擔和孩子的治療都有影響。譬如，某個孩子被診斷為特殊兒童，所有治療費用都由政府承擔，三歲之前即可在家中接受各項治療和早期教育，3歲之后的學前教育和特殊教育也是一套完整的體系。

在日本，殘障兒童的特殊教育被納入到了義務教育，2007年該國為了準確把握特殊需要兒童的教育需求，將特殊教育向特別支援教育轉型，并從增設特殊教育機構、加強特殊教育師資隊伍建設、改善特殊教育辦學條件、提高特殊教育教學質量以及加大經費投入等手段來加強對特殊需要兒童權利的保護。

澳大利亞則強調早期干預，如新生嬰兒10個月時要接受聽力篩查，隨后只要家長覺得孩子有異常需要特殊幫助，即可向相應部門咨詢并得到醫療和教育服務及建議。此外，到孩子需要入學的年紀，會有一所公立學校予以安置，并為其配備無障礙設施以及輔導教師，所需資金由學校做預算然后政府審核后撥付，公立學校不得拒收被分配的孩子。