Rooms at the Changning Special Education Guidance Center

At the CSPEDGC, we visited some classrooms (there were no classes in session) and saw materials.

These photos show the Special Education Resource Room. As stated in the previous post, we were told that 24 of the 500 students in the school receive Special Education. The Center identifies students who qualify for special education through assessment. We were told that the assessments include cognitive and psychological testing. Students have individualized education plans, although we did not hear the specifics of or processes for developing these plans.

Students with disabilities may receive five different types of additional supports, including cognitive, psychological, speech and language, and occupational therapy.

In the resource room, both a special education and a general education teacher work together with students at all times. We were told that the students visit the resource room on a rotating basis, maybe 1-2 hours a day. They may work on additional skills and capacities that may supplement their eduction and they may work on their general education homework. I asked the Special Ed resource room teacher if she had concerns about the time that Special Ed students miss from the general education class and she answered yes. We share these same concerns in American settings for students who receive what we call “pull-out” services.

Origami (made by the students) on the tables in the resource room

The binders in the resource room document requirements for special education teachers. I could not read the contents, but we were told that these were standards for performance and documentation of activities completed by the teachers.

Teacher binders in the resource room

6 thoughts on “Rooms at the Changning Special Education Guidance Center

  1. After having spent one summer as a consultant to a preschool getting accredited by NAEYC (National Association for the Education of Young Children), I am thrilled to see how they document standards, activities and continuing education of teachers. This continual assessment and education in the US is a hallmark of a quality school that places importance on the learning of the teachers.

  2. I noticed that only 24 out of 500 students receive special education. I’m wondering if other students at the school would benefit from special education but maybe don’t “qualify” because they didn’t meet whatever standard that is part of the assessments that they do. But I am impressed with the amount of support that the students receive as far as having access to different types of therapies. I’m also wondering if the teachers and therapists can plan to pull the students out of their general education classes at times when they wouldn’t be missing as much academic instruction such as during recess.

  3. I am curious as to why at a center specially designed for special education guidance there are only 24 students out of 500 that have special needs. How large of an area does the center service (the Changning district is approx. 600,000, but is that the only area it’s serving)? I also wonder if they have any suggestions as to how to fill in the gaps that students receiving “pull-out” services get when leaving the regular ed. classroom. It’s definitely a good thing to know that they’re providing these services now (for older kids, starting as recently as 2006!) and that they’re thinking about the flaws in the system and how they can make them better.

  4. It’s interesting to see that even though students are in two different countries with very differing cultures, the concerns for children and adults with special needs are very similar, if not the same. It’s also interesting that after years of working on different approaches and services for students with special needs, the inclusive classroom is ever elusive for most children. However, there is value in a rotation but I wonder how the “scheduled” disruption every 1-2 hours affects more than helps the children if they are at that point getting in the groove, so to speak, and participating in the typical classroom with their peers.

  5. Like previous commenters, I find it interesting that less than 5% of children are receiving services. I wonder how cultural attitudes towards special needs affects this. Would parents be supportive of their child being in a “pull-out” class, or resist because they don’t want their child labeled as “abnormal” or “below average”?

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