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学前教育是对残疾儿童进行缺陷补偿和康复训练的最佳时期,良好的学前教育不仅是为残疾儿童在义务教育阶段的学习做好准备,更是为将来适应社会打下基础。而目前我国残疾儿童学前教育资源缺口较大,难以满足实际需求。本文从制度建设的角度探讨发展残疾儿童学前教育的途径,以期建立切实可行的残疾儿童学前教育的长效机制。残疾儿童学前教育的现状1.教育资源缺口大我国残疾儿童学前教育缺口较大,教育资源难以满足实际需求。以福建省为例,根据福建省第二次全国残疾人抽样调查数据推算,全省共有0～6岁残疾儿童4.55万人。
Pre-school education is the best period for compensation for defects and rehabilitation for children with disabilities. Good pre-school education not only prepares children with disabilities to learn in compulsory education, but also paves the way for social adaptation in the future. At present, the gap of pre-school education resources for disabled children in our country is large, so it is difficult to meet the actual needs. This article discusses the ways of developing pre-school education for disabled children from the angle of system construction with a view to establishing a long-term mechanism of feasible preschool education for disabled children. Status of preschool education for children with disabilities 1. Large educational resource gap There is a large gap in preschool education for disabled children in our country and it is difficult to meet the actual needs of educational resources. Take Fujian Province as an example, according to the second national sample survey of disabled persons in Fujian Province, there are 45,500 disabled children aged 0-6 in the province.