Photo taken on March 15, 2021 shows Zihe (pseudonym) working hard at the class in a middle school in north China's Tianjin Municipality. (Xinhua/Song Rui)
TIANJIN, March 22 (Xinhua) -- Wearing purple and white school uniform and sitting up straight, 17-year-old Zihe (pseudonym), who was diagnosed with Down syndrome when he was a toddler, listened carefully in his favorite history class in a middle school in north China's Tianjin Municipality.
He sometimes raised his hand and answered questions, and sometimes took notes in the book. Even though he wrote the Chinese characters very slowly, his handwriting was neat and clear.
Down syndrome is a genetic disorder usually associated with delayed physical growth and mild intellectual disability. To convey a message of solidarity and integration with people with Down syndrome, March 21 was declared as World Down Syndrome Day by the United Nations in December 2011.
"When my son was diagnosed with Down syndrome at the age of one, I was so saddened and could hardly accept the fact," said Suyun (pseudonym), Zihe's mother.
Zihe was a quiet boy. His mother made him learn Chinese characters word by word. "I opened my mouth much wider to let him watch my lips and tongue, and even touched his throat to teach him how to speak," Suyun said. Zihe could utter his first word -- "mama (mom)" -- only when he was two.
Photo taken on March 15, 2021 shows teacher watching Zihe drawing a picture at the class. (Xinhua/Song Rui)
When he reached school age, Zihe could not keep pace with his non-disabled peers. He was enrolled into a special education school offering professional education to children in need.
Big changes took place in 2014 when the Beichen District in Tianjin set up an education program, guided by the concept of inclusive education. The concept, originally proposed by UNESCO, respects individual differences among children and provides fair education to all without discrimination. It allows children with disabilities to learn with their non-disabled peers.
In 2016, Zihe became a beneficiary of the program by going to an ordinary primary school with a full-time teacher, who guided him to understand the rules of the school and build partnerships with his classmates.
Bathed in love from family and school, Zihe made significant progress at the ordinary school. "His language skills improved quickly and he became more capable to express emotions, and more open-minded than before," his mother said.
More than three years later, Zihe entered into an ordinary middle school. This time he could have classes without a special teacher accompanying him.
"He was a little reserved and shy in a new environment. We paired him up with some classmates to let him know he was not alone and that he was an integral part of the class," said Zhou Hui, Zihe's teacher.
Photo taken on March 15, 2021 shows Zihe having chats with classmates and teacher. (Xinhua/Song Rui)
Moreover, the school made tailored teaching plans for Zihe, including helping him to gain more knowledge in the class and build partnerships with other students, while paying attention to his emotional changes.
"It's still difficult for him to catch up with other students in maths and English, but he is persistent and loves drawing, reading and being with his friends," said Zhou. Meanwhile, teachers from the special needs service and guidance center in Beichen District would also visit Zihe's school regularly to know about his condition.
Wang Jincheng, principal of the middle school where Zihe studies, said inclusive education provides a safer and more inclusive environment for special children, allowing them to be more healthy physically and mentally, and to build relations with their peers. Meanwhile, normal students can understand the meaning of caring and love, experience the happiness of giving, and know how to respect others.
Hu Meifeng, principal of the special education school of Beichen District, said that more than 80 disabled children from the district have joined the education program in the compulsory education phase, and more than 20 disabled people have found jobs after the inclusive education.
"Inclusive education has become an important way to improve the social adaptability of disabled children and help them participate in public life," Hu said.
In China, more and more schools and welfare institutions are promoting inclusive education for children of different ages and with different health conditions, to help those with special needs enjoy equal education and integrate into society in a better way.
Inclusive education has been hugely beneficial, Wang said. "We will continue to strengthen our relationship with special education schools. We hope more children like Zihe can receive good education, and make the school a place with love and warmth." ■
