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UPDATED: September-5-2008  
Progress in Education for the Disabled
By WEI LIMING

By the end of 1987, China had 504 schools for blind, deaf and dumb, or mentally disabled children, supplemented with 578 special education classes In ordinary primary schools. This Is a remarkable step forward, but compared with the developed countries, It still has a long way to go in providing comprehensive care and facilities for their educational needs.

In the workshop of the Zhongdao Garment Factory in Beijing, Yang Wen carefully squeezed three pieces of cotton cloth through his busily humming sewing machine to skilfully make a buttonhole. His master worker looked on attentively. Pleased with his work, he nodded in approval.

Perhaps there is nothing unusual in such a scene--it is repeated in countless factories across China. But Yang, 17, is mentally disabled. He graduated from Peizhi Central School in Beijing's Xicheng District this year along with 24 other students. Fifteen of them were assigned jobs at the Zhongdao Garment Factory, greatly pleasing their parents, many of whom had thought their children would never be able to work independently.

This is the first group of mentally disabled young people to have found work in Beijing. It is part of a comprehensive system of education for the mentally disabled which has taken shape in the past few years. Since the founding of the first such school in Shanghai in 1979, 90 others have been established across China. With the additional establishment of special guidance classes in some ordinary primary schools, a total of 9,000 mentally disabled children now receive special education.

A 1987 survey conducted in conjunction with the UN Children's Fund in seven provinces and municipalities indicated that China had 51.64 million physically or mentally disabled people (5 percent of the population). Of this total, 17.7million had language difficulties,10.17 million were mentally disabled, 7.55 million were physically disabled, 7.55 million were blind and 1.96 million suffered from mental illness. The remainder had various other disabilities.

Such a large number constitutes a severe social problem for China. But due to the efforts of the government and social organizations since the late 1970s, an entirely new situation has emerged for the treatment, employment, education and all-round participation in social life of the disabled.

It is in special education that the greatest advances have been made to enable the disabled to integrate themselves into the mainstream of the social life.

By the end of 1987, there were 504 schools for blind, deaf and dumb, and mentally disabled children in the country, supplemented with 578 special education classes in ordinary primary schools. With a teaching staff of 14,000, these schools and classes had 52,876 students on their registers. This is a remarkable step forward for China, but compared with the developed countries, it still has a long way to go in catering comprehensively for disabled children.

At an international conference on special education held recently in Beijing, over 600 special educational workers from 23 countries swapped experience with their Chinese counterparts. Fifty Chinese teachers and medical workers read papers at the conference.

Modern Facilities

On my first visit to Peizhi Central School in 1984, it had no presentable playground. Since then, Communist Youth Legaue members from other schools and nearby factories have voluntarily levelled the land.

One classroom is now equipped with a dozen or so Apple microcomputers. In it fourth grade students attentively learn how to tell the time. Clocks and watches showing different times flash up on the screen. The students select their answer. If they are right, the computer plays a brief melody. The class teacher, Guan Wanxia, said this modern teaching method had not only improved the students' skills, but had also raised their interest and spirits.

Teachers admitted that formerly they had felt uneasy at their work. But now, they said, with the recognition of their pupils' special needs and the increase in resources, they feel full of confidence and have accumulated much rich experience.

Peizhi Central School is not alone in introducing computers to aid disabled children with their learning. At the Beijing School for the Blind, specially modified equipment has been developed for the partially sighted by Xia Yongguan and his colleagues from the Modern Educational and Technological Research Institute of the Beijing Teachers' University. Their ancillary set of hardware and software enables students to operate the computers with hearing and touch alone. When this combined language system arrived at the school, the children vied with one another to get their hands on it. All the teachers speak highly of the equipment.

A dialogue system for both the blind and the deaf and dumb attracted the attention of many overseas experts at the recent international conference in Beijing.

Developed by Chen Jianwen and Qian Peide of Nanjing University's Chinese Language Department, it incorporates a specially developed system of coding Chinese characters in braille. Once some words have been entered into the computer, they are not only displayed on the screen but are also aurally transmitted. Thus what the deaf and dumb can see, the blind can hear.

Chen and Qian are currently developing a portable model of their system, the first batch of which should be on the market by the end of this year.

Vocational Training

One of the major aims of China's special education programme is to integrate a standard education with vocational training to enable the disabled to live independently.

The question of whether the mentally disabled can earn their own living has been studied hard. In the past seven years, the Peizhi Central School has laid great emphasis on cultivating an ability to work among its pupils. The school has increased job training by adding technical courses in embroidery, knitting, clay modeling and tailoring.

After two years of training, all of the students in the seventh grade could operate sewing machines, and the six most skilful were sent to the Beijing Women's Garment School for further training. Subsequently they were all successful in finding employment. Their factories have expressed full satisfaction and they now support themselves.

With the deepening educational reform, the 100-year-old Beijing Deaf and Dumb School has prioritized professional training. The four other schools for the deaf and dumb in Beijing now offer professional courses and have introduced systematic vocational and technical training. Altogether they run nine vocational classes with 103 students. These involve producing false teeth, tailoring, art design, woodwork, typing and computer operation.

The Beijing Pinggu Deaf-Mute School draws most of its pupils from rural areas. To enable them to support themselves after graduation, the school has adopted a programme combining academic knowledge and vocational training. In the morning the students take a general knowledge course and in the afternoon they participate in social service work. Their income is used for student welfare and the improvement of their school.

Students at schools for the blind in Nanchang, the capital city of Jiangxi Province, receive regular massage training as soon as they enter junior middle school. With their highly developed sense of touch, the blind are particularly adept at this kind of work and so have proved popular with patients.

As well as acquiring medical knowledge, practising massage has the beneficial side-effect of improving the students' physique and general health.

Since 1980, all graduates from the Nanchang Blind School have been certified as massage practitioners with full secondary medical school education.

Teachers engaged in vocational education have discovered it enables most of their students to acquire fresh confidence and the spirit necessary to cope with everyday life. Those students who have received professional education have increased their abilities and reduced their dependence.

Guan Xinran, a graduate of the No. 3 Deaf and Dumb School in Beijing, won a silver medal for graphic designing at the Second International Professional and Technical Tournament for the Disabled held in Bogota, capital of Colombia. The tournament was attended by disabled people from 57 countries and regions worldwide.

Struggles

According to the 1987 sample survey conducted by China and the UN Children's Fund, 2.38 percent of children aged under 14 have disabilities, indicating a total of 4.7203 million in the country. As most of these cannot attend school, there remain many urgent tasks for China's special education programme if it is to enhance the lives of disabled children.

In the early 1980s, people recognized the importance of special training for teachers of the disabled. Some provinces established special schools or special classes at ordinary schools. The educational departments of Beijing Teachers' University and Huadong Teachers' University offered special teachers' courses. The Beijing Teachers' University recruited graduate students for training in special education. The China Educational and Scientific Research Institute set up a teaching and research section and the China Educational Association founded a research society to study the needs of disabled students. These organizations have studied and tested various educational and psychological methods and materials for disabled children.

To encourage teachers to work in special education, the State Commission of Education has made the decision to award them a salary 15 percent higher than that enjoyed by ordinary teachers.

At the recent international conference some Chinese special education teachers expressed the wish that the government should pass legislation on the scope and aim of education for the disabled. They suggested disabled children should enjoy compulsory education for 12 years so as to ensure their basic educational needs were met.

Other teachers at the conference pointed out that as the ultimate aim of education was to enable the disabled to become full members of society, the separate schools China has adopted for the mentally disabled, the blind and the deaf and dumb could hardly fulfill the task of integration. Regardless of how perfect their facilities were or how advanced the teaching methods, with isolation from ordinary children, disabled children would constantly be viewed as different. To overcome this problem, they have appealed to the authorities for there to be room for disabled children to receive both standard and special education in ordinary schools. They believe that only when such provision is made can China's special education programme succeed in both matching its counterparts in the developed countries and fully integrating the disabled into society.

(Beijing Review p.17 NO. 41, 1988)


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