2004年以来美国个别化教育计划研究热点  

Hot Topics on the Research into the Individualized Education Program in the United States since 2004

作　　者：辛伟豪 刘春玲 董鸣利 王晶莹 XIN Weihao;LIU Chunling;DONG Mingli;WANG Jingying(School of Education, East China Nonnal University, Shanghai, 200062;Changde Special Education School, Changde, 415000;School of Education, Qingdao University, Qingdao, 266071)

机构地区：[1]华东师范大学教育学部,上海200062 [2]常德市特殊教育学校,常德415000 [3]青岛大学师范学院,青岛266071

出　　处：《中国特殊教育》2018年第5期54-60,共7页Chinese Journal of Special Education

基　　金：2018年浙江省哲学社会科学规划课题"品行障碍学生学校疏离感研究"(课题编号:18NDJC057YB);2017年华东师范大学研究生科研创新实践项目"促进特殊学生参与个别化教育计划的课程设计:国际经验与本土构建"(课题编号:YKC17013)部分成果

摘　　要：虽然个别化教育计划(IEP)的重要性已成共识,但我国IEP本土化实践仍不理想。通过文献计量法,文章对2004年以来美国IEP研究进行透视与分析,发现学生和家长IEP参与度及其干预、转衔计划的价值及其质量提升、普通教育课程下IEP的实践等三个研究热点。建议:我国未来应促进学生与家长参与IEP的制定与实施;重视IEP中转衔计划对学生生涯发展的作用;发挥课程标准对IEP制定与实施的参考价值。Although the importance of the individual education program （IEP） is widely accepted, its localized practice is far from satisfying in China. This study, based on bibliometrics, analyzes the research outcomes in the United States since 2004, and finds such hot topics as the participation of students and parents in the IEP, the value of the transition planning, the quality improvement of the transition planning, and the practice of the IEP based on the curriculum for general education. In conclusion, the study suggests promoting the participation of students and parents in the IEP formulation and implementation, attaching importance to the role of the transition planning in students＇ career development, and using for reference the curriculum standards during the IEP formulation and implementation.

关 键 词：个别化教育计划 学生与家长的参与 转衔计划 融合教育 

分 类 号：G769[文化科学—特殊教育学]