深圳市脑科学学会与大米和小米联合举办融合教育学术研讨会，聚焦特需儿童进入普通校园面临的挑战与应对之策1。据调查数据显示，6至16岁在校学生中ADHD患病率达6.4%1，存在阅读障碍、书写障碍等特定学习障碍的学龄儿童占比约5%-15%1。
与会专家强调，当前的核心难点在于ADHD患者的治疗覆盖面严重不足。虽然ADHD人群患病率约6%，但实际就诊率仅10%，完成规范治疗的不足1%1。此外，30%-50%的ADHD患者成年后仍残留部分症状1，需要从学生时期开始建立系统化的评估与干预体系。
华南师范大学针对1521名小学生的情绪干预研究表明，接受系统干预的实验组在情绪识别、同理心等指标上获得大幅提升1，为融合教育的实施提供了实证支撑。研讨会强调需要通过早期识别、专业支持、多方联动等方式破解融合教育难题。
Shenzhen held an academic symposium on inclusive education to address the challenges faced by children with special needs, such as those with ADHD, when entering mainstream schools.1 The event, titled "Inclusive Education: From Seeing to Supporting—2026 Autumn Academic Symposium," was jointly organized by the Shenzhen Brain Science Society and Dami and Xiaomi.1
According to research presented at the symposium, the prevalence of ADHD among school-age children aged 6 to 16 reaches 6.4%.1 Additionally, between 5% and 15% of school-age children have specific learning disabilities, including reading disorders, writing disorders, and ADHD.1 Despite these high rates, the actual medical consultation rate for ADHD stands at only 10%, with fewer than 1% of patients completing standardized treatment.1 The condition often persists into adulthood, with 30% to 50% of ADHD patients retaining some symptoms as adults.1
Experts at the conference emphasized the need for a systematic assessment and intervention framework to address these challenges.1 A study conducted by South China Normal University on 1,521 elementary school students demonstrated that those receiving systematic emotional intervention showed significant improvements in emotion recognition and empathy.1 Participants stressed the importance of early identification, professional support, and multi-stakeholder collaboration to break through the obstacles in inclusive education.1
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