理想与现实:特殊教育学校个别化教育计划实践个案研究  

Ideal and Reality: A Case Study on the Practice of Individualized Educational Program in Special School

作　　者：连福鑫[1,2] 陈淑君 

机构地区：[1]杭州师范大学教育学院,杭州311121 [2]北京师范大学教育学部,北京100875 [3]杭州市湖墅学校,杭州310011

出　　处：《中国特殊教育》2015年第7期3-9,共7页Chinese Journal of Special Education

基　　金：浙江省2014年教育科学规划课题"特殊教育学校个别化教育计划(IEP)实施成效研究"(项目批准号:2014SCG246)成果之一

摘　　要：采用质性研究方法对一所特殊教育学校制订与实施个别化教育计划的初衷、过程及成效进行个案研究。研究对三名教师进行了半结构式访谈,收集了该校个别化教育计划文本、教案及校刊文本等实物资料。对资料编码分析后发现:内外因共同推动该校推行个别化教育计划工作以提高教学质量;个别化教育计划实施改变了该校的教学观念、课程设置及课堂教学,促进了教师专业成长和团队合作;但理想与现实存在差距,个别化教育计划增加了教师工作量,与教学存在脱节,也无法确认学生是否获得较大进步;监管缺失、部分教师专业能力不足及个别化教育计划本身的性质可能是影响个别化教育计划实施效果的因素。This study aimed to explore the implementations of individualized education program （IEP） in a special school by qualitative research methods. Three teachers working in the special school were interviewed by semi- structure interview. Meanwhile, students＇ IEP, teaching plans and school magazines were also collected. Data was decoded and analyzed. The results showed the following. First, the school was drove by both internal and external causes together to implement IEPs to improve the quality of education. Second, the implementation of IEP not only changed teacher＇s teaching concept, teaching methods and school＇s curriculum, but also im- proved teacher＇s professional competences and team work. However, the original intention did not fully reach. Teacher＇ s work increased. It was hard to transfer IEPs into teaching and confirm whether IEPs improve students＇ performance or not. The reasons for that maybe include a lack of supervising, scare capacity for some teachers and the characteristics of IEPs per se.

关 键 词：个别化教育计划 教育质量 特殊教育学校 

分 类 号：G760[文化科学—特殊教育学]