Ouyang Lu

2536050445@qq.com

EVERY Monday to Wednesday at 2 p.m., a cohort of 20 students under the guidance of Li Xiaolei traverse a tile-paved path from their regular classrooms to a dedicated one for two distinctive curriculum lessons. This routine is a feature of Longgang Foreign Language School (Group) Xinyazhou School, which has recently implemented an integrated curriculum.

The curriculum is tailored to support students with diverse learning needs, including those with ADHD and autism, as well as those who find social interactions or group settings challenging. This semester, the school has launched three specialized courses for first and second graders, targeting key areas like improving concentration, blending arts, and enhancing physical fitness.

“When I took over this project, my goal was to help more children with these challenges. It is something truly meaningful,” said Li Xuan, the school’s vice principal.

In 2022, the Central Government issued an action plan on the development and enhancement of special education for 2021-2025, which encourages the establishment of special education classes.

The plan allows students with learning difficulties to receive specialized educational support within their regular school setting. Building on this national initiative, Longgang District’s education department has set aside dedicated funding and mobilized necessary resources, enabling the school to create a specialized program for children with diverse learning challenges.

Admission to the program is a collaborative effort between school administrators, teachers, and parents. Parents first learn about the program from their child’s head teacher, and those who are interested can schedule meetings with the school’s psychological counselors. After obtaining parental consent, the students are officially enrolled in the program.

“We initially thought implementing this program would be easy — just a matter of getting the students to the classroom and letting the special education teacher take over,” Li Xiaolei said. “However, we’ve found that there are numerous unforeseen challenges we have to tackle.”

Children participating in the program often require additional guidance, prompting a shift from a single-teacher setup to a model with at least two teachers. Volunteers from the community, including interns from Shenzhen University, have stepped in to provide further support.

“When we started, the children had a lot of energy and found it difficult to focus, but now they can walk in a line cooperatively and quietly. This progress is due to the attentive guidance of their teachers and encouraging methods,” Li Xuan explained.

Research indicates that early interventions for children with special needs yield better outcomes. As a result, the project was adjusted this semester to target first and second graders instead of fourth and fifth graders.

“Helping children grow up healthy and happy is our greatest pursuit as educators,” said Li Xuan. “It is a lesson full of love as well as an important way for us to show care for children.”