The "Five Ones" of Xiangyang Vocational and Technical College cultivate the vocational ability of integrated education for normal school students - How can "quasi" teachers advance from "integration" to do a good job in education that satisfies the people and build an educational powerhouse? Various educational methods are indispensable. Integrated education, as a new way to promote special education in the new era, is not only an important component of education, but also an important benchmark for measuring the progress of social civilization. The "14th Five Year Plan for the Development and Improvement of Special Education" jointly formulated by the Ministry of Education and seven other departments, and forwarded by the State Office, lists "promoting integrated education and comprehensively improving the quality of special education" as a separate part, fully highlighting the determination and courage of the country to promote the high-quality development of integrated education. The key to high-quality development of integrated education lies in the construction of the teaching staff. Faced with the current situation where teachers in ordinary schools generally lack the concept and technology of integrated education, and there are relatively few teacher training majors that incorporate the cultivation of integrated education abilities into their training goals, how can we cultivate the professional ability of integrated education for normal students as "quasi" teachers in teacher training majors? The Xiangyang Vocational and Technical College, where the author is located, took the construction of a national high-level special education professional group as an opportunity to conduct beneficial explorations and formed an effective practical model of "Five Ones" for the pre service training of primary school teachers' integrated education ability. Develop a standard to do a good job in top-level design. The school collaborates with 19 member units of the National Special Education Vocational Education Group, guided by the "Professional Standards for Primary School Teachers" and the "Ability Standards for Primary School Education Professional Normal Students", with the goal of "understanding the significance and role of integrated education, mastering the basic knowledge and related policies of regular class learning, and basically possessing the educational and teaching ability to guide regular class learning", Within the framework of "One Practice, Three Societies", it took the lead in developing the Grading Standards for the Professional Competence of Integrated Education of Primary School Teachers (hereinafter referred to as the "Standards"), which stipulates four work areas, including "Individualized Education Program formulation", "integrated education and teaching organization and implementation", "building integrated education support system", and "integrated education transfer placement" 15 job tasks and 63 professional ability requirements, divided into three levels: beginner, intermediate, and advanced. The three levels gradually progress, and the advanced level covers low-level professional requirements. By implementing the 'Standards', we aim to cultivate the abilities that educational personnel with high-quality primary education should possess. We provide integrated education support for children with special educational needs in ordinary primary schools, helping them integrate into school activities and education, and promoting common growth. Develop a plan and draw a "construction drawing" to ensure that normal school students majoring in primary education not only meet the requirements of the "Primary Education Professional Standards", but also reach the level of the "Standards". The school seized the opportunity of building a high-level special education professional group in the country, and guided by the implementation of the "Standards", formulated a talent training plan for primary education professionals and drew a "construction drawing". The school has established a "integrated education and training" talent cultivation model for integrated education, sharing course modules in the professional group foundation, and offering "Introduction to Integrated Education", "Development and Learning of Special Children", "Evaluation and Identification of Special Children", "Individualized Education for Special Children", and "Behavioral Behavior of Children with Special Needs"