GB/T 44668-2024 in English

In-depth interpretation of GB/T 44668-2024 "Service Standards for Early Intervention Institutions for Visually Impaired Children Aged 0 to 6"

1. Background and significance of standard formulation

With the development of my country's welfare for the disabled, the education and rehabilitation needs of visually impaired children have received increasing attention from society. The introduction of GB/T 44668-2024 fills the gap in the standardization of early intervention services for visually impaired children in China, and provides a scientific service framework and technical guidelines for relevant institutions.

2. Comparison of standard frameworks

3. Interpretation of the core content of the standard

3.1 Service principles

• Strengthen the main position of children:Based on the development level of children, focus on individual needs.
• Attach importance to family participation:Family is the core environment of early intervention, emphasizing guardian training and parent-child interaction.
• Close to real life:Design intervention activities in combination with daily life scenes to improve practicality.
• Adhere to teamwork:Establish an interdisciplinary collaboration mechanism and integrate educational resources and rehabilitation services.

3.2 Basic requirements

According to the GB/T 44668 standard, institutions must meet the following conditions:

• Equipped with outdoor playgrounds (per capita area ≥4m², soft floor).
• Professional function rooms (visual function training room, sensory integration training room, etc.) shall be set up.
• Practitioners shall have relevant qualifications, including preschool teachers, rehabilitation therapists, etc.
• Equipped with equipment and facilities that meet the standards, such as visual function assessment equipment and sensory integration training equipment.

3.3 Service Process

The standard defines the complete service process from consultation to case closing:

1. Consultation:Provide policy answers and information support.
2. File creation:Establish electronic and paper dual files, including basic information, assessment records, etc.
3. Assessment:Evaluate the child's development level (motor ability, cognitive ability, etc.) in multiple dimensions.
4. Develop intervention plans:Personalized family service plans and education plans.
5. Intervention implementation:Combining institutions and families, carry out targeted training.
6. Effect evaluation:Regularly evaluate the intervention effect and optimize the plan.
7. Service closing:Summarize the intervention results and provide transition suggestions.

4. Implementation suggestions

4.1 Institutional capacity building

• Strengthen professional training and improve the skills of practitioners.
• Improve facilities and equipment to ensure that the functional rooms meet the standards.
• Establish a collaborative mechanism and integrate multiple resources.

4.2 Family participation support

• Regularly hold parent training sessions.
• Provide home-based guidance services.
• Establish a family support network.

4.3 Social resource linkage

• Establish cooperation with medical institutions and educational institutions.
• Introduce social forces to participate in services.
• Promote public awareness and create a supportive environment.