It is an important embodiment of educational equity to let children with special needs due to physical or mental diseases receive appropriate education of high quality just like ordinary children; It will be an important goal of special education in the future to provide them with better integrated education and learning experience in regular classes. 1. Policy orientation: It is the inherent right of special children to guide integrated education to solve development problems and enter schools for education. At present, our government has formally established the policy orientation of combining special education with general education and giving priority to general education. In recent years, the number and rate of special children receiving integrated education in general schools have increased year by year, and integrated education has become an important form of education for special children. In the new era, integrated education should further strengthen its development towards universal benefits, not only by expanding its quantity, but also by improving its quality. For this reason, the author visited and investigated some schools, and found that the development of integrated education needs to be further improved in the following aspects: first, optimize the allocation of teachers. The individual differences of special children are large, and the demand for individualized education is high, while it is difficult for ordinary schools to allocate full-time special education teachers. Although most of the teachers in the pilot schools of integrated education have received training related to the development and education of special children, they are still lacking in professional skills, and sometimes have no way to deal with the behavior problems of special children. Only by strengthening the allocation of teachers for integrated education and strengthening the continuing education training of teachers for general education can we meet the needs of teachers for integrated education. The special education school in Baokang County, Xiangyang City, Hubei Province and the primary school in Chengguan Town, Baokang County jointly carried out activities with the theme of "integration of general education and special education, hand in hand". The figure above shows that special school students and general school students experience rehabilitation training equipment together, and the figure below shows the communication between special children and ordinary primary school students. Photographed by Yang Tao/Guangming Second, strengthen the construction of conditions. Today, most schools have built resource classrooms and built barrier free campus environment, but some schools lack professional guidance in resource classrooms. The regional special education center needs to strengthen the effective supervision of resource classrooms, and the construction of barrier free campus environment needs to be further optimized. In addition, there is an urgent need to build a coordinated promotion mechanism among schools, families and communities. In particular, some families with special children cannot provide adequate family education for special children due to their incomplete family structure or lack of parental ability. It is necessary to empower these families to promote the development of special children. Thirdly, create a supportive social atmosphere. The acceptance of special children and integrated education is related to the degree of social civilization. With the development of society, most people in the current society are aware that special children have the right to receive general education and have a rational and positive understanding of integrated education. However, when integrated education happens around them, especially when their children will receive education with special children in the same class, it is easy to separate emotion and cognition, reduce acceptance and lack confidence, and even think that living and learning with special children will affect their children's health