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Inclusive Education

Inclusive education refers to the placement of children with specialneeds to receiving education together with typical childrenin typicalschools, emphasizing the provision of a typical, rather than isolated, educationenvironment for children with special needs. In other words, it is a windowfor children with autism to go to typical school. Inclusive education can playa positive role in language ability, social skills and social emotions ofchildren with special needs. However, as far as the current situation isconcerned, inclusive education still has a long way to go before it becomes a public awareness.


In addition to the misunderstanding of inclusive education fromtypical children’s parents, there is another big obstacle in the promotion ofinclusive education, which is that schools are lacking the teaching conditions for inclusiveeducation. From teachers qualification to hardware facilities, there are onlya few schools that can meet the educational needs of children with specialneeds. The inclusive model is indeed a worthwhile developmental direction ofeducation in the future. However, the actualization of inclusive educationneeds a comprehensive consideration and complete supporting equipments to makesure that education can really benefit children during the implementation, such as whetherthe functions of classroom is complete, etc. In addition, during teaching,there are still many strict requirements, such as the professionalism ofteachers, equality of students’ status, cooperation in teaching and so on.



OST goes along with the international trend, pioneeringly promotesthe implementation of inclusive education piloting spot. Different from currenttypical school, OST has a group of teachers who have received professionaltraining and doctor's qualification certificate. Although inclusive educationis non-differentiated teaching, children are treated equally, but teachers inOST understand the concept of individualized education. They can provideprofessional guidance according to students’ learning process, and provideindividualized training according to students’ needs. All of the above are whatgeneral compulsory education schools lack at this stage.


Carrying out inclusive education, enabling children with special needs sit in thesame classroom with typical children, receiving education, enjoying the samecultural atmosphere, receiving teachers’ love. It is not only the socialmission of educational institution, but also a need for parents to activelycooperate and promote. There is still a long way to go, which still needs manyefforts to take.



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