Recently, the China Disabled Persons' Federation, the Ministry of Education, the Office of the Central Committee, the National Development and Reform Commission, the Ministry of Finance, the Ministry of Human Resources and Social Security, and the Ministry of Housing and Urban Rural Development jointly issued the Setting Standards for Secondary Vocational Schools for the Disabled (hereinafter referred to as the "Setting Standards") to learn from and promote the implementation of the spirit of the Twentieth National Congress of the Communist Party of China, Further implement the relevant requirements of the Fourteenth Five Year Plan for the Protection and Development of Disabled Persons and the Fourteenth Five Year Plan for the Development and Improvement of Special Education, and lay a good foundation for promoting the high-quality development of education for disabled people, especially secondary vocational education for disabled people, in the new era and new journey. The Standards for the Establishment of Secondary Vocational Schools for the Disabled define the basic principles and requirements for management, education and teaching. To strengthen the leadership of the Party, schools must be equipped with school leaders with high ideological and political quality and strong management ability, who love the cause of the disabled and are familiar with the rules of vocational education for the disabled. The Setting Standards set forth the minimum standards for the size of secondary vocational schools for the disabled and the number of teachers. The number of permanent majors in each school is generally no less than 4, the number of students in academic education is no less than 300, and the class size is 8-20 in principle. The ratio of teaching staff to students in school is not less than 1:5, and the number of full-time teachers is not less than 60% of the total number of teaching staff in the school. It also clarifies the proportion of different types of teachers, such as professional teachers, "double qualified" teachers, and part-time teachers. The Setting Standards put forward specific requirements for the construction of campus buildings and facilities and equipment of secondary vocational schools for the disabled. The campus construction shall comply with the requirements of standards and specifications such as the Regulation on Accessible Environment Construction and the General Specification for Accessibility of Building and Municipal Engineering, and the corresponding resource center (classroom) and training base shall be built. The Standards for the Establishment of Secondary Vocational Schools for the Disabled specify the source of funding for running the schools, which is mainly invested by the sponsors, and raised and implemented by enterprises, society and other channels. The local government should formulate the per student funding standard (comprehensive quota standard or public funding quota standard) for secondary vocational schools for the disabled, allocate funds on time and in full, and constantly improve the school running conditions. The Standards for the Establishment of Secondary Vocational Schools for the Disabled specify that the standards are the basic standards for independent secondary vocational schools for the disabled, and the relevant provincial departments can formulate measures for the establishment of secondary vocational schools for the disabled that are higher than the standards according to local conditions. Its main indicators should serve as the basic basis for the examination, approval, inspection, evaluation and supervision of secondary vocational schools for the disabled in various regions, and the relevant contents should be included in the supervision scope of local governments in fulfilling their educational responsibilities. This is the first revision of the Standards for the Establishment of Secondary Vocational Schools for the Disabled (Trial) issued by the China Disabled Persons' Federation and the Ministry of Education in 2007. It will not only provide a basic basis for the new secondary vocational schools for the disabled, but also play a normative role in the existing secondary vocational schools for the disabled. (Liu Xinshe)