在英國，沒有一個老師敢隨隨便便帶自閉症兒童出遠門
An eight-year-old boy, reportedly on the autism spectrum, went missing on a summer camp climb in Yunnan; by the second day more than three hundred people, two search dogs, four drones and five thermal imagers were looking for him. Dr Zhihao Yan's first reaction was that after months in an English state school's autism provision he would not have accepted that job. He describes what the provision actually looks like: classes of no more than eight, a specialist teacher and four assistants, door handles mounted out of reach, safety scissors, craft materials chosen to be edible. Even there a boy under one-to-one supervision swallowed something and was taken to hospital. Residential trips in England normally start around Year 5, and for autistic children often not at all. He is blunt about the camp organisers' belief that autism is caused by absent fathers and cured by more male staff.
特殊教育在英國：公辦學校能為特殊孩子兜底嗎
A boy runs into a phonics lesson, punches a classmate and starts hammering on the visitor's laptop. He cannot tolerate noise or bright light, and he is in a mainstream Year 1 class, because England places children in inclusive settings rather than separating them. Dr Zhihao Yan spends a placement week with the school's SEND coordinator, one of the busiest people on the staff: 40 children on her list out of about 300, eight of whom cannot work independently at all. He follows the harder part of her job — the families. Parents often refuse the label first; in some households the father blames the mother. Even with a diagnosis, special-school places are scarce and the assessment can take twenty weeks. He asks whether parent volunteers could fill the gap. She says no, and explains why.