深圳市葵涌二小的心理教师团队将融合教育理念转化为具体行动，坚持对有特殊需要的学生进行早发现、早干预，为他们提供全方位的支持与帮扶 1。学校自2006年秋季起开始接纳身体障碍和心理困难的学生随班就读，例如接收了一名独腿女孩，将其班级安排在一楼以便于日常活动 1。
在学校的长期陪伴下，众多学生实现了显著的成长转变。心理老师罗婷婷等教师对存在校园适应障碍的学生小航进行了十余次上门家访 1，而流动儿童佳佳在六年的持续陪伴中逐步修复了与家人的关系 1。同样，一年级学生小浩经历三年的细心帮扶，从最初的极度抗拒逐渐转变为开朗活泼 1。这种深层次的心理干预不仅帮助特殊学生融入集体，也为班级其他同学创造了宝贵的成长机遇——一个患癫痫的学生所在班级的同学掌握了癫痫急救知识，该班级还走出了一名深圳市十佳好少年 1。
Kuiyong Second Primary School in Shenzhen has long championed an inclusive education model, with its psychology teacher team committed to early identification and intervention for students with special needs.1 Since autumn 2006, the school has welcomed students with physical disabilities and psychological challenges into regular classrooms, demonstrating a commitment to educational equity and diversity.1
The school's approach centers on sustained support and scientific guidance to help these students integrate into the school community while enabling their peers to grow through the process.1 Psychology teacher Luoting and colleagues conducted more than ten home visits to support Xiaohang, a student with campus adaptation difficulties, providing personalized care and intervention.1 Jiajia, a migrant child, benefited from six years of continuous accompaniment that helped repair her parent-child relationship.1 Xiaohao, who entered first grade with extreme resistance, underwent three years of persistent support and transformed into a cheerful and well-adjusted student.1 In one classroom with a student living with epilepsy, classmates learned seizure first aid techniques, and the class produced one of Shenzhen's "Top Ten Good Youth."1
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