Summary of Key Points
This article highlights the challenges of "inclusive education" in county-level kindergartens: The declining birth rate has led to a sharp reduction in the number of children attending these kindergartens (with public schools reducing class sizes and private schools closing). To survive, kindergartens have had to lower their admission standards, accepting more children with special needs (such as autism or developmental delays). However, regular kindergarten teachers lack experience in special education, parents of children with special needs cannot afford professional intervention services, and parents of normal children are concerned about their children being affected. Additionally, there is a severe shortage of special education resources in the counties, leaving teachers, families of children with special needs, and families of normal children in a difficult situation.
1. Regular Kindergarten Teachers: Like "Firefighters" Without "Fire Extinguishers"
Most kindergarten teachers in county areas have a background in regular early childhood education and have not received training in special education. For example, Chen Yun from Shanxi has only been working for three years and is responsible for 35 children's daily needs, as well as dealing with emergencies involving children with special needs. She has to hold a child who wets the floor to the toilet, ask other teachers to help clean up, and calm down the other children. When a child runs away, she has to chase after them. If parents complain, she must provide proof of her qualifications.
She tries to use online tips from special education experts, such as training the child to sit for three minutes in exchange for a sticker, but this consumes all her energy. She also has to teach science and art classes and ensure the children sleep well. What bothers her most is that the child with special needs doesn't understand what she is saying, and she fears holding him back. Since there are no special education teachers in public kindergartens across the county, she feels both frustrated and helpless.
2. Parents of Children with Special Needs: Struggling with Money, Time, and Social Stigma
Raising a child with special needs comes at a huge cost for families in rural areas. For instance, Lang Xinyu's son, Chengcheng, attends a special school that costs 4,500 yuan per month, while the average salary in the county is only 3,000-6,000 yuan. As a freelance photographer, Lang Xinyu earns less than 20,000 yuan during peak seasons and has to work part-time to cover expenses, with his grandparents contributing as well. He drives his son back and forth between the regular kindergarten and the special school every day, bowing to the teachers out of fear that his child will be discriminated against.
The situation for Mu Mu's parents is even more difficult. They sell vegetables until late at night and leave home at 6 a.m., saving every penny for their son's future (such as paying for a nursing home). If their child disturbs other children, they apologize and compensate them, a task that becomes increasingly burdensome. Qiangqiang's grandmother initially refused to admit that her grandson had special needs, which delayed necessary intervention, resulting in him repeating the same grade in kindergarten. They don't want to neglect their child but lack the resources to provide the necessary care.
3. Parents of Normal Children: Worried About Their Own Kids Being Affected
Parents of normal children are in a dilemma. After learning that there was a child with special needs in her daughter's class, Qi Meng couldn't sleep all night, fearing that her child would be bullied. She asked the teacher to move her daughter's seat. When Mu Mu hugged her daughter, she was so angry she couldn't eat, but seeing Mu Mu's parents' worn-out clothes and dry, cracked skin, she couldn't bring herself to be harsh. She teaches her daughter to push away from anyone who hugs her or tell the teacher if necessary.
Other parents feel similarly: They want their children to be safe but don't want to be too harsh on families with special needs. Teachers are caught in the middle, often having to arrange for children with special needs to sit at different tables, which satisfies no one.
4. The Lack of Special Education Resources in Counties
Special education resources in county areas are virtually non-existent. There may be only one special education school in the entire county, and public kindergartens do not have special education teachers. These teachers earn higher salaries (5,000-8,000 yuan), out of reach for most families. Some "special education teachers" receive only half a month of training before starting to work, which not only wastes money but also delays the children's progress.
Policies advocate for inclusive education, but there is a lack of support at the county level. Public kindergartens are required to accept children with special needs, but they lack the funds and facilities for special education services. Parents who want to send their children to special schools face long distances or high costs. Without adequate resources, inclusive education becomes a mere formality—children with special needs are placed in regular classrooms without proper instruction.
5. The Root Cause: The Declining Birth Rate
The main reason for these issues is the declining birth rate in rural areas. The public kindergarten where Chen Yun works used to have 20 classes three years ago but now only has 11, with more than 300 fewer students. Five private schools have closed. With fewer children attending kindergartens, they have to lower their admission standards to attract some children with special needs; however, without the necessary support, this creates a vicious cycle: accepting these children leads to parent complaints, teacher burnout, and poor education for all children.
This is not about tolerance or lack of it; rather, it reflects the county's lack of resources, policies, and cultural readiness for inclusive education. Everyone is trying their best, but they are constrained by limited resources and don't know how to accommodate children with special needs.
The article concludes with Mu Mu's mother's heartfelt words: "We'll take care of him for as long as we can. I'm afraid that one day when I'm no longer here, he won't be able to survive on his own." This reflects the widespread anxiety of families with children with special needs in rural areas—they don't need sympathy but resources and opportunities to ensure their children can live a good life. This issue requires the attention and change from the entire society.