基于ICF-CY个别化教育计划实践的个案研究  

A Case Study of the Practice about Individual Educational Plan based on ICF-CY

作　　者：杨娟[1] 曹漱芹[2] 

机构地区：[1]贵州师范学院教育科学学院,贵州贵阳550018 [2]浙江师范大学杭州幼儿师范学院,浙江杭州320012

出　　处：《现代特殊教育》2015年第12期37-46,共10页Modern 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"(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形成机制研究"(Y13C090017);贵州省高等学校"专业综合改革试点"项目(特殊教育)(黔高教发〔2014〕378号)阶段性研究成果

摘　　要：本研究使用行动研究法,以Delphi法分别筛选制定出适合两名特殊教育需要儿童发展水平的ICFCY检核表,并依据检核表评估结果及其所在环境的考察结果拟定IEP,在自然教学情境下实施IEP。研究对两名儿童的功能发展和相关的行为数据进行了配对t检验,结果显示ICF-CY的IEP的使用对儿童功能发展具有显著的促进作用。据此,研究者探讨了ICF-CY对IEP的拟定和执行的积极作用,并分析了它在我国大陆地区实践的不足。This study used action research method to examine the effectiveness and consequences after 1 semester of the use of ICF-CY in the process of IEP. Firstly, the study adopted Delphi Method to select and constitute different ICF-CY checklist for 2 participants individually. Secondly, IEP was made according to the evaluation results from the checklist and ICF-CY environmen- tal factors. Thirdly, researchers carried out IEP in natural teaching settings. The results of their function development by compari- son of pre-and post-test with ICF-CY checklist and results of their behaviors related to some function by comparison of pre-and post-treatment with observation had statistical significance. According to the results, researchers explored the possible factors a- bout why ICF-CY was beneficial to the making and implementing of IEP and analyzed the weak points of putting ICF-CY into prac- tice in China's Mainland.

关 键 词：ICF—CY 个别化教育计划 特殊教育需要儿童 功能发展 

分 类 号：G769.2[文化科学—特殊教育学]