Recently, Chongqing. Zou Mi, a handicapped female master’s degree, was obstructed in the examination of teacher qualification.
It is reported that Zou Mi was disabled due to a car accident in her sophomore year, but with her own efforts, she obtained a master’s degree from two universities at home and abroad.
Today, Zou Mi is an off-campus English training teacher. In order to adapt to industry standards, she took the teacher qualification examination. After passing the written examination and interview, she was stuck in the physical examination due to lower limb disabilities.
Zou Mi said that if she fails to obtain a teacher qualification certificate, she will face unemployment.
Recently, the media reported that Zou Mi, a Chongqing handicapped female master, was originally an off-campus English training teacher. In order to comply with policy requirements and adapt to industry norms, she took the teacher qualification examination and passed the written interview successfully, but she was stuck in the physical examination due to a disability of her lower limbs. Zou Mi said that if she fails to obtain the certificate, she will face unemployment and seek help from the relevant departments. The reply is that the standard cannot be changed. The Chongqing Municipal Teacher Qualification Certificate Physical Examination Standard stipulates that “two upper limbs or two lower limbs cannot be used, and the two lower limbs are not equal in length more than 5 cm”, which means that the teacher qualification physical examination is unqualified. Zou Mi’s sophomore year unfortunately suffered a car accident, her lower limbs were disabled and she could only sit in a wheelchair. She obviously did not meet the medical examination standards and missed the career of a teacher. This made Zou Mi unacceptable, and it also made it difficult for others to understand. Zou Mi teaches children in any society, Zou Mi is a typical inspirational story, a vivid template used to inspire students not to fear frustration. Although she suffers from a disability, she has been constantly striving to improve herself. With her own efforts, she obtained a master’s degree from two universities at home and abroad. She first worked as a senior translator, and later switched to an English teacher. She was very popular among students and became well-known in the circle. Facts have proved that, whether it is academic knowledge or education and teaching ability, she is competent enough to be a teacher. Why should she be deprived of the opportunity to be a teacher because of her inability to change her disability and restrict her development in the field of teaching? Although the place is to act according to the rules, this kind of medical examination standard is obviously unreasonable. The law has never restricted the disabled to be teachers, and the current medical examination standards are stipulated by the education administrative department of the provincial people’s government. This means that there is completely room for self-improvement in the locality. But despite the appeal of similar issues for many years, in actual operations, the high standards of medical examinations are still habitually used in various places. Except for physical disabilities, chicken breasts, hunchbacks, short stature, large scars on the face, etc. are all regarded as unqualified medical examinations. I don’t know if I thought it was recruiting models or pilots, not teachers. It is undeniable that considering the actual needs of teaching, teachers need to have a certain threshold of physical conditions. For example, candidates who suffer from infectious diseases or have mental problems will directly affect the life safety of students, so they are obviously not suitable for teachers. But some standards should be eliminated long ago with the changes of the times. For example, people who are short or have disabilities in their lower limbs were worried that their bodies would not be able to reach the blackboard, and classroom teaching would be hindered. With the upgrading of teaching equipment and the application of multimedia technology, such worries have long been unnecessary. As for the worry that the disabled will not be able to control the child, or that the child cannot be rescued in time when the child is in danger, it is taken for granted. The ability of education and teaching is a comprehensive ability, and what is needed is a comprehensive evaluation. One cannot completely deny a person’s management level and ability to control the campus environment because of his physical impairment. Zou Mi’s domestic master’s degree certificate means that the teacher’s physical examination standards cannot be generalized and generalized, but must have a reasonable connection with the work to be completed. The physical conditions set should be necessary and reasonable for the completion of the work, otherwise there is a suspicion of discrimination. Of course, there is a general concern for the disabled in the locality, that is, most schools lack barrier-free access environment. If the disabled are recruited in, it is a problem to enter and exit the classroom, and go up and down the stairs. However, this is a specific issue that schools must consider when recruiting. It is not appropriate to pre-set thresholds and establish one-size-fits-all regulations in the process of teacher qualification certification. After all, not all schools refuse to provide reasonable convenience for the disabled, and not all teaching environments require special care for the disabled. Take Zou Mi as an example. She is an off-campus training teacher. Her previous experience has proved that she can overcome all the inconveniences of life and is competent for extracurricular training. In addition, she can also carry out online teaching and complete teaching tasks without leaving home. Why bother to take the insufficiency of her body, deprive her of her qualifications to become a teacher at the beginning, stifle her mature career, and destroy her job of survival? It is not easy for the disabled to make a living. The relevant departments should give them more humanistic care, relax the standards and create conditions to make them more convenient and barrier-free to be teachers, instead of imposing limits on their few life choices. For some long-standing outdated and rigid mechanical reasons, groups of people with enthusiasm for education were cruelly turned away. Compared with the practical considerations in teaching, the physical conditions in the locality are hindered at various levels, and perhaps more are worried about the unsightly physical disability, the lack of good looks, and the lack of an image of being a teacher. Since ancient times, to serve as a model for others, what has been investigated is a person’s knowledge and inner qualities, and his ability to preach and teach karma to solve puzzles. People with disabilities like Zou Mi can overcome physical disabilities, master the professional knowledge and skills of education and teaching, and have no limits on their own lives. Their spirit is powerful for students, and they are the best way to teach by precepts and deeds. It is the local authorities that need to change the discriminatory mentality and make up for the shortcomings of concepts. When formulating standards, don’t just focus on the shortcomings of others, look at their strengths, clear out discriminatory standards, and let more people with disabilities who are willing to use teachers as their ambitions to join in. This is the protection and promotion of the image of local teachers. It is respect for education.