九年级随班就读学生个别化教育计划文本分析研究  

An Analysis of the Individualized Education Program(IEP) for the Ninth-Year Disabled Students Learning in Regular Classes

作　　者：朱媛媛[1] 于素红[1] 

机构地区：[1]华东师范大学特殊教育学系,上海200062

出　　处：《中国特殊教育》2011年第10期14-21,共8页Chinese Journal of Special Education

基　　金：全国教育科学"十一五"规划课题"在普通初中随班就读的轻度智力落后儿童的有效教育研究"(项目批准号:EHA080264)成果之一

摘　　要：随班就读是我国残疾儿童安置的主体形式,个别化教育计划的制定和实施是随班就读学生个别化教育的保障。本研究采用自编个别化教育计划检核表,对上海市九年级随班就读学生个别化教育计划文本内容进行检核。研究发现:随班就读学生个别化教育计划存在计划间不连续、学习基础的制定过于简单、长短期目标缺乏联系、目标达成情况差等问题。文章还就如何提高个别化教育计划质量提出了建议。Learning in regular classes is the main form of schooling for children with disabilities in China, and individualized education program （IEP） formulation and implementation helps to ensure their individualized education. This study, by us!ng the IEP Checklist, examines the IEP for the ninth-year disabled students learning in regular classes in Shanghai. According to the results, the IEP lacks continuity, the basic learning goal is too simple, there is no connection between the long-term and short-term goals, and it is difficult for the disabled stu- dents to achieve the goal. In conclusion, the article gives suggestions on how to improve the quality of the IEP.

关 键 词：个别化教育计划 文本分析 随班就读 

分 类 号：G760[文化科学—特殊教育学]