地方贯彻《特殊教育提升计划(2014-2016年)》的政策研究

A Study on the Local Governments' Policies of Implementating National Special Education Promotion Plan(2014-2016)

本研究围绕"提高普及水平"、"加强条件保障"、"提升教育教学质量"三大任务,对地方贯彻国家《特殊教育提升计划(2014-2016年)》的政策文本内容进行分析。研究发现如下:(1)各地着力保障残疾儿童少年义务教育,逐步推进学前和高中阶段教育;(2)包含特殊教育学校、随班就读和送教上门在内的6000元生均公用经费得到落实,残疾学生资助经费、特殊教育专项经费等不断提高,特殊教育基础能力建设进一步加强;(3)教师编制、特殊津贴、专业发展及激励措施不断推进,课程建设、教学改革受到关注。政策有区域性特色,除北京、上海、江苏、天津等地进入以提升质量为主的发展阶段外,"提高普及水平"仍是绝大地区发展的主要任务。针对政策深化,本文提出三点建议:(1)提高政策制定者的专业认识;(2)增强政策措施的操作性和可检测性;(3)加强对社会力量办学和民族地区特殊教育发展两个薄弱环节的推进力度。

Concentrating on the three major tasks which include rising up the enrollment rate of children with disabilities, strengthening the guarantee of conditions and improving the teaching quality, this paper analyzed the policies carried out by local governments to implement National Special Education Promotion Plan （2014- 2016）. Characteristics are drawn as follows. First, all of the local governments are working hard to ensure compulsory education for children with disabilities and are trying to promote pre-school and high school education step by step. Second, the average budget expenditure of RMB6000 for each student with disabilities has been realized, which covers students in special education schools, regular schools and receiving home-based education. Moreover, special fundings for special education continue to increase and the basic facilities construction of special education are further strengthened. Third, teacher compliment, special allowance, professional development and incentives have been improved; curriculum construction and teaching strategies reform have been paid atten- tion. Futhermore, the policies of local governments have regional characteristics. Rising up the enrollment rate is the major task for most provinces, but in Beijing, Shanghai, Jiangsu, Tianjin, governments have begun to im- prove the quality. Based on the analysis above, several suggestion are drawn： first, professional awareness of policy makers should be quality of education improved; second, practicality and measurability of the policies should be enhanced; third, management of special schools established by NGO and special education development in ethnic areas should be promoted through policies.