Abstract
The 38th general council of UNESCO presented the idea of ensuring inclusive and equal quality education and promoting lifelong learning for all. Since 1965, when Mr. Paul Lengrand introduced the concept of lifelong education, countries all over the world have unceasingly carried on some practices. Since 1990s, the construction of lifelong education system has been regarded as an important subject of education reform and development in China. However, on the whole, only the important measures to construct the lifelong education system has been heard so far, and few concrete practices has been seen. And the lifelong special education service system is even more a kind of that can not be reached.Special Education Promotion Plan (2014-2016) issued by the General Office of the State Council of the people’s Republic of China proposes to actively develop special education in non-compulsory education stages. From the perspective of lifelong learning for all, based on lifelong learning for disabled people and diversified needs of special students, lifelong special education practices, which lasted 15 years with three phases of action research has been carried out in Changning District of Shanghai. The government of Changning District has set up a substantive regional special education guidance center, established a multi-disciplinary resource platform for regional medical education, developed a regional off-campus lifelong special education curriculum, built a regional transition service mechanism for special students and constructed a life-long special education service system for disabled people from 0 to 3 years old and even the elderly. Three research conclusions have been drawn: based on a multi-disciplinary comprehensive service system, the construction of a life-long special education service system is a process of continuous progress towards an ideal state to remove obstacles in administrative system and mechanism.
Highlights
IntroductionCoreService period Service the first phase of research extension of vocational education: employment support, areas Students with intellectual disabilities who graduated from Changning Junior Vocational School face the difficulty of transition from school to employment.follow-up and guidance after employment18-19 years old students with intellectual the second phase of research linkage between society and education: community supportDue to insufficient education and rehabilitation training after the school, the social adaptability of students with intellectual disabilities is deteriorating.Schools and communities cooperate to provide lifelong education services for adults with intellectual disabilities in the community 18-35 years old18 - 35 - year - old adults with the third phase of research regional top-level design: lifelong supportThe school-running system of special education is not perfect, the early intervention of special children is seriously insufficient, and there are few opportunities for further studies and employment for disabled students after fundamental education
Lifelong education emphasizes that the process of education and training does not end with the end of school study, but should run through the whole process of life
Changning District plays an independent role as a guidance center to integrate multi-disciplinary resources of medical education, coordinating the cooperation between ordinary schools and special education schools, educational institutions in the upper and lower education sections, medical and educational institutions, and has made some attempts and explorations on the road to promoting lifelong special education
Summary
CoreService period Service the first phase of research extension of vocational education: employment support, areas Students with intellectual disabilities who graduated from Changning Junior Vocational School face the difficulty of transition from school to employment.follow-up and guidance after employment18-19 years old students with intellectual the second phase of research linkage between society and education: community supportDue to insufficient education and rehabilitation training after the school, the social adaptability of students with intellectual disabilities is deteriorating.Schools and communities cooperate to provide lifelong education services for adults with intellectual disabilities in the community 18-35 years old18 - 35 - year - old adults with the third phase of research regional top-level design: lifelong supportThe school-running system of special education is not perfect, the early intervention of special children is seriously insufficient, and there are few opportunities for further studies and employment for disabled students after fundamental education. 18-19 years old students with intellectual the second phase of research linkage between society and education: community support. Schools and communities cooperate to provide lifelong education services for adults with intellectual disabilities in the community 18-35 years old. 18 - 35 - year - old adults with the third phase of research regional top-level design: lifelong support. The school-running system of special education is not perfect, the early intervention of special children is seriously insufficient, and there are few opportunities for further studies and employment for disabled students after fundamental education. Carry out the top-level design of regional special education, focusing on the fundamental education stage, with interdisciplinary horizontal intervention, and extend special education to both infants and adults by way of project promotion.
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