? Due to the lack of supporting resources to enter ordinary schools, some disabled children can't get suitable educational support and face the risk of dropping out of school actively or passively. ? Yu hopes that the shortage of special education teachers will be solved by setting up a separate special education teacher system or resource teacher system for ordinary schools and bringing the titles of special education resource teachers into the evaluation system of special education teachers' titles.
In addition to the challenge of special education teachers, disabled children also face the problem of incomplete registration materials for disabled children in the process of enrollment; In many places, there is no expert committee on education for the disabled required by the Regulations on Education for the Disabled, and there is no similar institution that can arbitrate disputes between parents and schools.
In this regard, it is suggested that the local education department and the health and family planning department cooperate to establish? Special children information system? Enrollment registration and enrollment verification are carried out through this system every year. The information system should open the parent registration port and encourage parents to take the initiative to register. At the same time, through the entrance assessment, ensure that every disabled child gets a reasonable personalized education support plan that matches his ability base and educational needs.
Besides paying attention to school-age disabled children, I also put forward some suggestions on how to ensure children's extracurricular reading in poor areas and bridge the reading gap between urban and rural areas.
The reporter learned that at present, rural children in poverty-stricken areas in the central and western regions are facing problems such as relative lack of extracurricular reading resources, single reading media and forms, and general lack of parental companionship and guidance in reading. At the same time, there are also reading problems between urban and rural children. Gap? .
According to the White Paper on the Reading Situation of Urban and Rural Teenagers in China released in 20 17, half of rural children read less than four books a year, while the figure in cities is 16. From the reading frequency, compared with the situation that urban children read extracurricular books almost every day, the proportion of rural children in poor areas who read less than four times a week reaches 72.8%.
In view of the above problems, four suggestions are put forward:
First, the state should set up special funds to support the construction of rural school libraries (rooms) in poverty-stricken areas, ensure that each school has at least one place for students to read extracurricular books, enrich books suitable for children as much as possible, and ensure a certain number of books for each student.
The second is to use Internet technology to establish electronic libraries (rooms) in rural schools, and to purchase and update all kinds of digital books and digital readers suitable for children to read.
Third, set up extracurricular reading courses in poor rural areas, and have special reading instructors to guide children to master scientific reading methods and skills, cultivate reading interest from an early age, improve reading taste, develop reading habits and enhance reading ability.