Five, four, three, two, one! "Recently, at the 12th National Paralympic Games and 9th Special Olympics off-road roller skating event, accompanied by the referee's departure order, athlete Guo Xiangling from Wuxue Special Education School in Hubei Province firmly grasped the roller skating stick and quickly rushed out of the starting point. She skillfully shuttled and sprinted on the track, with a light and agile posture, and ultimately won the championship of the women's individual freestyle 400 meter race in the intellectual disability group. Outside the arena, another "little star", Tian Yaoxing, a fourth grade student from Zhuhai Special Education School, moved countless viewers with his Braille textbook reading video. This is a ten year old girl with optic nerve atrophy, and her dream is to become a news anchor. Under the guidance of her teacher, her mother opened a video account for her under the name "Qiming Little Star" to record her daily reading. At present, this sweet sounding little girl has gained hundreds of thousands of fans across the internet. Tian Yaoxing said that in the textbook, he "touched a star". These two touching stories vividly demonstrate the transition of China's special education from "bottom line guarantee" to "high-quality development". Wang Lixin, Deputy Secretary of the Party Committee and President of Nanjing Special Education Normal University, told reporters that in the final stage of the 14th Five Year Plan, China's special education is moving from "bottom line" to "quality improvement" and extending to preschool and higher education. Our goal is to enable children from special groups not only to attend school, but also to learn with expertise and live with dignity. "1. The scope and level of special education services have been greatly improved. At a press conference held by the State Council Information Office in September this year, the relevant person in charge of the China Disabled Persons' Federation introduced a set of figures: during the 14th Five Year Plan period, the enrollment rate of disabled children and adolescents in compulsory education in China reached 97%, and the number of disabled students in vocational and general high schools nationwide reached 75800 and 59800 respectively. In the past three years, more than 30000 disabled students have entered university campuses every year; The large font textbook for low vision students enrolled in regular classes has been included in the national curriculum teaching book catalog for compulsory education. The national curriculum unified textbooks for compulsory education in special education schools for the blind, deaf, and intellectually disabled have been put into use, and the national universal sign language books supporting 9 subjects such as mathematics have been developed and published. Behind the numbers, there are stories of disabled children realizing their dreams, and also the process of lighting up their path to the classroom and integration into society. The mother of 7-year-old child Zhou Zhou in Xiangtan City, Hunan Province hopes that her child can transform from 'special' to 'ordinary' and attend an ordinary primary school like everyone else. Zhouzhou is an extremely premature infant with delayed intellectual development. In 2022, he entered Xiangtan Qinyuan Peizhi School for intervention through the Hunan Province Key Livelihood Project - Rehabilitation Assistance for Disabled Children. When he entered school, he walked unsteadily, called out incorrectly, and could only produce monosyllabic words. The school has customized a "special training+integrated adaptation" plan for Zhouzhou: improving language and cognitive abilities through gamified teaching, improving balance through sensory integration training, and arranging "half day integration". In the morning, students learn together with ordinary children, and in the afternoon, they strengthen language and emotional management training. After three years of intervention, Zhouzhou was able to walk steadily, express clearly, and communicate effectively. This September, my mother's dream finally came true! Zhou Zhou walked into Xiangji Elementary School in Xiangtan City with his backpack on his back and became a primary school student in an ordinary school. Visually impaired student Zhou Wenqing hopes to explore her "academic boundaries" to the fullest extent possible. She studied hard by touching Braille and was admitted to the Applied Psychology major at Nanjing Special Education Normal University in 2017, becoming the first visually impaired candidate in China to pass the English Level 6 exam; In 2021, I was admitted to the Master's program in Applied Psychology at Renmin University of China; In October 2022, passed the teacher qualification examination. Currently, Zhou Wenqing is pursuing a PhD in Sociology at Renmin University of China and plans to go to the western region for teaching support. From having access to education to having good education, this guarantee network is becoming increasingly dense. Deng Meng, Dean of the Institute of Integrated Education at East China Normal University, told reporters that "the scope and level of special education services have been greatly improved. Firstly, from preschool to compulsory education, and then to high school and higher education characterized by vocational education, the development system of special education with Chinese characteristics has been initially formed, reflecting the smooth and interconnected lifelong education characteristics of disabled children and adolescents. Secondly, the service scope continues to expand, from traditional sensory and severe mental disabilities such as visual disabilities, hearing disabilities, physical disabilities, and intellectual disabilities to a larger number and types of disabled children, extending to the education of children with developmental disorders such as autism spectrum disorders, learning disabilities, emotional and behavioral disorders, attention deficit hyperactivity disorder, developmental delay, and physical health problems. The third is the rapid development of integrated education, which has achieved significant results. More and more disabled students are receiving fair and high-quality integrated education in the general education environment. ”Behind the guarantee of the network is the continuous improvement of the resource support system. Cao Shuqin, Dean of the School of Child Development and Education at Zhejiang Normal University, stated that "China has gradually established a five level special education resource support system led by the National Resource Center, consisting of 'national province city county (district) township (school)', to ensure high-quality development of special education with full coverage services. It is worth mentioning that in January 2024, the Ministry of Education approved the establishment of the 'National Special Education Resource Center for Autistic Children' based on Zhejiang Normal University. This is the first national level resource center in the field of special education and has a milestone significance in the history of special education development in China." 2. Artificial intelligence helps improve the professional abilities of special education teachers, and the growth of every disabled child and youth cannot be achieved without the daily efforts of special education teachers. Pay. Yang Jing, a teacher at Anyang Special Education School in Henan Province, teaches children in the "Peizhi Class". She carefully designed the curriculum to fit the cognitive characteristics of intellectually gifted students, allowing the core expression to constantly circulate. She divided the children into three groups: "Fruit, Duo Duo, and Ya Ya". When the smallest student in the "Ya Ya group" tried multiple times and finally spoke the core expression sentence, she couldn't help but shed tears. Yang Jing admitted that some students may not have made progress after multiple classes, and what she can do is to teach them according to their characteristics and wait for the moment when the "flowers bloom". Special education has a high degree of professional complexity: significant differences among children, diverse and long-term needs, and highly individualized teaching processes. For a long time, teachers have often found it difficult to teach, evaluate, and research. Cao Shuqin told reporters, "The development of artificial intelligence has provided new possibilities for enhancing teachers' professional abilities." The mid-term report on curriculum resource research recently led by the Special Education Curriculum Resource Center of Nanjing Special Education Normal University has supported Cao Shuqin's viewpoint. The research group report shows that using AI to design animated images significantly increases the interest of special students, and introducing VR/AR technology can reduce the preparation time of art teachers from 4 hours to 1 hour. Wuxi Liangxi District Xixing Experimental School recently made a similar attempt. They utilized brain computer interfaces and AI technology to design a three in one rehabilitation system for children with autism, consisting of "neural intervention ability training home school collaboration". During class, students wear lightweight headbands, and the brain computer system collects students' brainwaves and converts them into visual feedback, reshaping social brain function through closed-loop training; Develop personalized plans based on EEG data after class, provide guidance for home learning, and achieve efficient collaboration between home and school; Finally, by combining professional scales for scientific evaluation, the intervention can be more targeted. In practical teaching, AI technology can significantly improve teachers' accurate recognition ability. Through technologies such as video analysis, facial expression recognition, and attention tracking, teachers can detect subtle changes in children's social interactions, emotional regulation, and behavioral patterns earlier and more accurately. The artificial intelligence digital platform can also deposit cases, accumulate data, share strategies, promote teaching and research from individual experience to collective wisdom, and form a sustainable and updated professional resource system. ”Cao Shuqin said. 3. In the next five years, the focus will be on systematic tackling. From the guarantee of "no one can be missing" to the deep cultivation and meticulous work in the field of teaching and research, and then to the future oriented systematic tackling, special education is evolving from "scale" to "quality", and from "singularity" to "integration". From the perspective of cultivating special education teachers, Wang Lixin said, "Firstly, there is a transformation challenge of ability adaptation. There is a gap between traditional training models and future job demands. There is an urgent need for composite talents who understand integration, are skilled in technology, can tackle challenges, and can collaborate on the front line. However, the existing curriculum lacks the cultivation of abilities such as AI application, evidence-based practice, and interdisciplinary collaboration. Students' ability to solve complex problems in real scenarios needs to be strengthened. Secondly, there is a structural challenge of supply-demand balance, with a prominent problem of structural imbalance in teacher resources between regions. Grassroots and rural areas in the central and western regions still face a shortage of special education teachers. The key challenge is how to transport localized talents that can be retained and used well through targeted training and 'group based' assistance models, while avoiding an excess of talents in some fields. Finally, there is a breakthrough challenge in cross disciplinary integration. The high-quality development of special education requires deep cross disciplinary integration of education, rehabilitation, medicine, engineering, and psychology. However, traditional training still faces problems such as strong disciplinary barriers and professional 'concentration and dispersion'. How to break the dependence on teacher education and build a cross disciplinary training system such as' special education+AI 'and' rehabilitation+engineering 'still needs to overcome institutional barriers. ”Deng Meng believes that the key to tackling the challenges in the next five years will still be the systematic and legal promotion of general training for pre service and in-service teachers in integrated education, in order to ensure that normal students and in-service teachers can master the basic knowledge and skills of special and integrated education. He believes that during the 15th Five Year Plan period, it is necessary to strengthen the exploration of the allocation, training, and working mechanism of special education teaching and research personnel, and promote the integration of Putian and Putian teaching and research. He hopes that artificial intelligence can break through the barriers of time and space, and through personalized, universal, and ubiquitous methods, provide diversified teaching and research for special needs children or specific teaching cases, and provide a realistic approach and the possibility of diversified implementation for Putian integrated teaching and research. Cao Shuqin stated that establishing an education and teaching system for children with autism is crucial. During the 14th Five Year Plan period, the country emphasized the need to explore scientifically appropriate ways to cultivate children with autism and develop educational guidelines for children with autism. However, due to the diverse manifestations of autism spectrum, significant individual differences, and complex support needs, these tasks have not been completed so far. From a practical perspective, with the continuous increase in the number of autistic students and the establishment of special education schools for autistic children, it is urgent to improve the education and teaching system for autistic children She suggested, "In the future, we need to establish a sound curriculum and textbook system, establish an effective teaching method system, build a local education evaluation system, and rely on new technologies such as artificial intelligence to develop local autism screening and education evaluation tools, truly realizing the multidimensional integration of personalized 'evaluation teaching evaluation' for children with autism