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".
曾维在实习过程中，见到了很多孩子的笑脸。他在自己的微信朋友圈写到：“在这段时间内，我感触颇深，这群可爱又可怜的孩子让我感到非常心酸，他们很需要大家的关爱!”他所提及的，是他在中国湖南省邵阳市邵东县特殊教育学校，和特殊教育需要儿童在一起短暂却难忘的经历。
2015年初，中国教育部确定中国37个市(州)、县(区)为国家特殊教育改革实验区，其特殊教育改革发展将获得政策、资金、项目等支持。实际上，在世界范围内，与曾维所接触到的孩子一样的“折翼天使”同样存在。有数据显示，美国学习方面有“特殊需要”的学生占总数的8%-12%;英国“特殊教育需要”儿童的检出率为20%;荷兰报告问题儿童的患病率为26%;波兰特殊儿童的比率为30%……
这一串冰冷的数字背后隐藏着多少悲伤，以及令人动容的笑容我们或许不得而知，但积极行动起来给这群天使一双更有力的“翅膀”，刻不容缓。
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岁的曾维，是一名天津理工大学艺术设计专业大四的学生，他说：“其实我想当老师”。他与邵东特殊教育学校孩子们接触的两周时间，内心有着复杂的情感。
他坦言，“这群孩子让人又爱又怜，可爱的是他们常常对着我微笑，向我说曾老师好。可怜的是他们中大多数人是十一、二岁的年纪，就读一年级，学习上有一些问题，有时会孤独。但是，孩子的父母不管他们，他们渴望父母，同样也有自己的梦想。”在繁忙的课业之余，曾维还为孩子们发起了募捐活动，“我和弟弟都有先天性听力障碍，更能感同身受。”他告诉本刊记者。
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，联合国人权事务高级专员路易斯·阿尔布尔在公开声明中表示，“现存的人权体系旨在促进、保护残疾人权益，但是现有的标准和机构都不能给各类残疾人提供充分的保护。”正如此，在联合国《残疾人权利国际公约》中特别指出特殊教育的目的和作用在于充分开发人的潜能，充分发展残疾人的个性、才华和创造力以及智能和体能，并提升他们的生存、发展和适应能力。
事实上，自1874年英国传教士穆威廉(Hill Murray)在中国开创了现代特殊教育新纪元以来，特殊教育在中国已经有了一百多年的历史，如邵东特殊教育学校一样的特殊教学机构也在这漫长的道路中，经历着鲜花和荆棘。
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%.
以邵东特殊教育学校为例，记者了解到，该校目前有200多名儿童、40多名老师，有12个班。分别是聋部(听力障碍的孩子)3个班、启智部(7岁以上智力障碍的孩子)7个班、智障康复部(0-7岁有智力障碍的孩子就读)2个班。“在课程设置方面，聋部班级相对应的美术课、舞蹈律动课、计算机实操课等都有开设;启智部孩子按照能力、智商层次等分班，开设的课程相对正常孩子要生活化很多;康复部的课程比较丰富，包括早操、综合主题课、音乐、美术手工、游戏圆圈课、个训课(一对一教学)、感觉统合课等。”该校的申老师向记者介绍。
当然，邵东只是中国特殊教育学校的一个缩影，据中国教育部2013年中国教育概况统计显示，2013年中国共有特殊教育学校1933所，比上年增加80所。招生6.6万人，比上年增加278人，增长0.4%;在校生36.8万人，比上年减少1.1万人，下降2.8%。
The difficulty of
“special education”
“特殊教育”发展之困
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.
虽然如上述统计数据显示，以及2015年政府工作报告中专门提到，要推进特殊教育学校标准化建设，但是在实际推进过程中，“特殊教育”的发展之路仍存在困境。
有特殊教育学校老师在两会期间指出，目前国内由于没有统一的教材，一些特殊教育学校在授课上都是摸索进行。譬如，在教学授课中有的学校参考普通学校教材，有的学校自编教材。教材没有标准化设置，极易存在质量参差不齐的问题，长此以往不利于学生的学习成长。
此外，中国教育部在对2013年教育概况进行总结时，也明确指出：特殊教育规模增长有所下降，教师素质仍有待提高。数据显示2013年，中国特殊教育专任教师数量为4.6万人，比上年增加了1956人;专任教师中受过特殊教育专业培训的比例为61.0%，比上年提高了14.3个百分点。不过，与前文所提及的36.8万的基数相比，专任教师的数量也略显单薄。
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.
申老师进入特教队伍已经有两年半时间，“首先，我还是觉得自身的能力不够，实操的知识太少;其次，特殊教育学校的孩子们需要更多更直观、更易于理解的玩教具跟康复器材。”在采访中，她没有回避自己在教学中切身感受到的问题。与此同时，从特殊教育专业毕业后多年从事特殊教育的深圳市宝安社会福利中心保育部副部长赵强太在接受《南方日报》采访时，也重申了同样的问题，“不单纯是爱心能解决问题，必须了解孩子的学习特点，如有阅读障碍的孩子拿本书是学不成的，教学方法、教具使用等都应该平实一些。”
还有专家指出，根据中国《教育法》的相关规定，中国教育采取以财政拨款为主、多渠道筹资为辅的体制，“特殊教育经费的投入要远低于普通儿童教育，存在教育经费不公平的现象。”在教育公平问题方面，中国国务院总理李克强在多个公开场合都有提及“创造教育公平刻不容缓”，对于特殊教育更是如此。
Caring actions brook no delay
关爱行动刻不容缓
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.
当然，除了与上述提到的诸如基础设施等方面的客观困境相比，社会的歧视、甚至包括特殊儿童教育体系中的家庭教育的缺失，都是在开展关爱行动中亟需正视的问题。
曾维也向记者表示了担忧，“他们听不到美丽的声音，说不出动听的话，无法像正常人一样交流沟通，造成了他们在学习、娱乐、就医等方面存在难题，他们的心理状态时而自卑，时而孤单。”基于此，曾维在短短两周时间内，发起关爱聋哑学生捐款、捐物活动，一共筹得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."
据了解，热心的曾维通过手机打字跟老板询价、砍价，不仅给孩子们买了包括水杯、牙膏、牙刷、香皂、漱口杯、毛巾等生活用品，还给孩子们买了铅笔、橡皮、作业本、素描本、水彩笔、油画棒、数学练习册、童话书、作文书、字帖等学习用品。“让我感动的是他们每天都和我交流，学习上有不懂的问题都来主动问我，他们想学到更多的知识。”曾维谈到当时的情形，依然记忆犹新。
毕竟，曾维不应该是一个人在“战斗”，切实保障特殊需要儿童的各项权利，是国家、社会和家长的共同责任。在采访中，申老师表示，“希望每个家庭都能够从孕期排查到直面问题，家长积极重视、不放弃孩子到帮助孩子早期康复，并取得最大的康复，以及从教育成效到就业或者生活自理等各个环节，都能有完善的对接。不管孩子最后达到哪个层次、以怎样的状态活着，都能在那个状态过出他的美好。”
曾维也表示，“除了社会应给予孩子们更多的关爱外，也建议学校教育、社会教育都积极行动起来，包括社会中更多的人来学习手语，家庭之间进行家园互动、家园共育。”
"Special education"
in foreign countries
“特殊教育”在国外
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.
资料显示，美国有600万特殊儿童接受特殊教育，基本上实现了所有特殊儿童都能上学的目标。此外，美国有相关法律规定全国每一个学区都要支持特殊教育，从幼儿园、小学、初中到高中，都要有特殊教育师资和设备。与此同时，美国社会从诊断到治疗系统的完备，对家庭的负担和孩子的治疗都有影响。譬如，某个孩子被诊断为特殊儿童，所有治疗费用都由政府承担，三岁之前即可在家中接受各项治疗和早期教育，3岁之后的学前教育和特殊教育也是一套完整的体系。
在日本，残障儿童的特殊教育被纳入到了义务教育，2007年该国为了准确把握特殊需要儿童的教育需求，将特殊教育向特别支援教育转型，并从增设特殊教育机构、加强特殊教育师资队伍建设、改善特殊教育办学条件、提高特殊教育教学质量以及加大经费投入等手段来加强对特殊需要儿童权利的保护。
澳大利亚则强调早期干预，如新生婴儿10个月时要接受听力筛查，随后只要家长觉得孩子有异常需要特殊帮助，即可向相应部门咨询并得到医疗和教育服务及建议。此外，到孩子需要入学的年纪，会有一所公立学校予以安置，并为其配备无障碍设施以及辅导教师，所需资金由学校做预算然后政府审核后拨付，公立学校不得拒收被分配的孩子。
作者： 来源：联合国青年技术培训 2015年3期
