Abstract
In view of the current problems in China’s special education resource centers, such as lack of functional cognition and unreasonable architectural function and spatial organization, which result in the inability to coordinate regional education resources, the formulation and implementation of special education ISP program are undertaken, and the development of integrated education is promoted. This paper draws on the concept of integrated education in developed areas and the design wisdom of resource centers. The research is carried out from the perspective of meeting the behavior patterns and special needs of different users, and the perfect and reasonable functional composition and the key points of special space design are put forward, and the feasible design strategies are expressed through establishing the model and plane layout.
Highlights
Disabled students have special needs due to physical and mental disabilities and vary according to the degree of disability, recovery, and social adaptability of individual
As early as 1975, the United States Education Law stipulated that every student with a disability should be provided with an individual support plan for education program adapted to his or her personal development needs. European countries included it as a mandatory requirement in the Act successively, and schools and other relevant educational and medical institutions formed resource centers to develop long-term, medium-term, and short-term individual education plan for each disabled student and to implement educational intervention through the combination of collectivized and individualized teaching [1]
China’s special education started late, and it was not until 2017 that the implementation of individual education plan was listed in the Education Regulations for Persons with Disabilities and put the implementation of individualized education plans and the construction of special education resource centers as the top priority of current work [2]
Summary
Disabled students have special needs due to physical and mental disabilities and vary according to the degree of disability, recovery, and social adaptability of individual. It is proposed to establish the regional special education resource center, promote the integration and individualized development of education, and advocate the return to society with socialized development of each student with physical and mental disabilities [6, 8,9,10,11] (Figure 1). China’s special education system only includes education resources [12]; the functions of resource center are diagnostic evaluation, experiment research, rehabilitation training, demonstration, information consultation, and management services, including research, formulation, and implementation of individual support plan, tracking guidance for students of all ages, demonstration teaching and guidance for all kinds of schools and teachers along with physicians in the region, as well as participation in the organization of related social resource activities [13,14,15]. Teachers and doctors reflect that (1) the current functions are not perfect. e centers can only carry out the most basic diagnostic evaluations for a small number of students with mild impairment, and the diagnostic evaluation and experimental research for the vast majority of complex conditions cannot be carried out. erefore, it is not possible to develop ISP programs for students, implement individual follow-up assessments and guidance, and teach demonstration and guidance to other schools. (2) As for students’
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