基于文本分析检视当前培智学校个别化教育计划的编拟质量——以浙江省部分培智学校为例  

Content- based Analysis of the Individualized Education Program for the Schools of Mental Retardation in the Zhejiang Province

作　　者：辛伟豪 曹漱芹[1] 

机构地区：[1]浙江师范大学杭州幼儿师范学院,杭州310012

出　　处：《中国特殊教育》2015年第7期18-26,共9页Chinese Journal of Special Education

基　　金：教育部人文社会科学青年基金项目"自闭症儿童孤岛能力的心理机制和教育应用研究"(项目批准号:12YJC880004);浙江省自然科学基金一般项目"孤独症群体孤岛能力的特征及其形成机制研究"(项目批准号:Y13C090017);校大学生研究性学习与创新性试验项目"培智学校学生"个别化教育计划"文本分析研究--以杭州市为例"(项目批准号:X201402)的部分成果

摘　　要：个别化教育计划是保障特殊教育教学成效的关键。本研究针对24份课程本位的个别化教育计划文本展开分析,结果发现:大部分个别化教育计划具备了必要的核心项目;长期目标整体恰当性为中等,近1/3教师无法制定合适的长期目标;各科目目标的一致性与搭配性为99%左右,表明短、长期目标较协调一致,目标能在相应课程得以落实;目标清晰度为"差"的比率高达74.34%,有较大提升空间;目标整体有效性为70.96%,各科目目标达成率参差不齐且缺乏相关佐证。最后,针对现有个别化教育计划制订与实施的不足提出了修正意见与建议,以期望提高个别化教育计划编拟质量。Individualized Education Program （IEP） is the key concept for maintaining the teaching effects of special education. This study analyzed 24 IEPs which were written for curriculum- based program in Zhejiang province. The results showed most of the individual education programs had the necessary items. The overall appropriateness of goals were at medium level; however, nearly 1/3 teachers could not develop appropriate goals.The consistency and congruence of IEP goals - matching was around 99%, which means the courses and IEP goals were fit. Besides, 74.34% IEPs had poor behavioral objectives, which means the objectives were not clear and need to be improved. Another finding was that only 70.96% objectives were achievable, which means the objectives of each subject were uneven and lack of relevant evidences to evaluate the progress. In the end, this study provides some ideas and suggestions for writing and implementing the IEP to improve the quality of IEP.

关 键 词：培智学校 个别化教育计划 编拟质量 文本分析 

分 类 号：G764[文化科学—特殊教育学]