Recently, the Ministry of Education issued the Guidelines for the Evaluation of the Quality of Running Special Education Schools. We should adhere to the correct direction, put education first, make overall plans, and promote construction through evaluation, comprehensively improve the quality of special education, and promote self-esteem, self-confidence, self-improvement, and self-reliance of special children. According to the characteristics of special education, the Evaluation Guide defines the evaluation contents in five aspects, namely, the government's performance of duties, the implementation of curriculum teaching, the construction of teachers, the school's organization and management, and the students' appropriate development. There are 18 key indicators and 49 examination points in total. In terms of the government's performance of its duties, it includes five key indicators: adhering to the correct direction, overall planning and layout, improving the conditions for running schools, strengthening the funding guarantee, and improving the working mechanism. The goal is to promote local governments to adhere to the socialist direction of running schools, strengthen the leadership of special education, implement "special education", improve the school running system of special education, and improve the security level of special education. In terms of the implementation of curriculum teaching, it includes four key indicators: standardizing the curriculum, optimizing the teaching method, carrying out multiple evaluation and rehabilitation assistance support. It aims to promote the school to implement the curriculum plan, reasonably adjust the curriculum content and teaching methods, promote the "integration of medicine and education" to provide assistance support and rehabilitation training, and improve the education quality of special students. In terms of teacher team construction, it includes four key indicators, namely, improving the level of teacher ethics, allocating sufficient teachers, helping professional development and improving the compensation guarantee. It aims to promote the school to strengthen the work of teacher ethics, equip special education teachers, improve teachers' professional quality of special education, and stimulate teachers' enthusiasm and creativity. In terms of school organization and management, including two key indicators of improving school management and creating barrier free environment, it aims to guide schools to standardize the school management system, strengthen the cooperative education of families, schools and communities, further promote integrated education, build barrier free environment and improve the governance ability of special education. In terms of students' suitable development, including three key indicators: ideological and moral quality, knowledge and skill level, and social adaptability, it aims to promote special students to have good moral quality and master the basic knowledge, basic life and vocational skills required for future life and development. The Guidelines for the Evaluation of the Quality of Running Special Education specify that all localities should establish an evaluation organization and implementation mechanism led by government education supervision departments and participated by many parties, and formulate specific standards for the evaluation of the quality of running special education in combination with the actual situation; It is necessary to refine the contents and methods of evaluation indicators by level and classification, and implement self-assessment at county (city, district) and school level, municipal audit, provincial comprehensive evaluation and national spot check monitoring; It is necessary to properly handle the connection and complementation of the quality evaluation systems of different sections of special education and general education. In principle, the quality evaluation system should be implemented every 3-5 years in a coordinated manner with the quality evaluation of primary and secondary schools to achieve full coverage. The head of the Department of Basic Education of the Ministry of Education said that the evaluation results should be regarded as an important part of the supervision and evaluation of the main leaders of the county people's government in fulfilling their educational responsibilities, as a reward and punishment, policy support