美国融合教育中个别化教育计划的发展演变、实践模式与经验启示  

Historical Change,Implementation Model and Enlightenment of Individualized Education Program in Inclusive Education of America

作　　者：傅王倩[1,2] 王勉 肖非 FU Wangqian;WANG Mian;XIAO Fei(Faculty of Education, Beijing Normal University, Beijing 100875, China;Gevirtz Graduate school of Education, University of California, California 93106, USA)

机构地区：[1]北京师范大学教育学部,北京100875 [2]加州大学圣巴巴拉分校教育学院,美国加州93106

出　　处：《外国教育研究》2018年第6期102-115,共14页Studies in Foreign Education

基　　金：教育部"国家建设高水平大学公派研究生项目"资助课题(项目编号:留金发[2016]3100号)

摘　　要：个别化教育计划(Individualized Education Program,简称IEP)是残疾儿童教育质量保障的基石,美国融合教育中的IEP已经实践了四十多年,形成了相对成熟的体系。其融合教育中的IEP的发展演变过程经历了IEP内容和制定程序的调整;在具体实践上呈现出以IEP制定入手与普通课程衔接、将IEP与干预反应相结合的两种实践模式,此两种模式对学生多样性的应对方式不同。它的成功经验对我国深化融合教育中IEP实践有着一定的借鉴意义:以融合教育作为残疾儿童的教育安置起点;立法保障IEP的制定与实施;将IEP与普通教育课程进行有意义的联系。Individualized educational program（IEP）is the cornerstone of the educa-tional quality for children with disabilities. The Implementation of IEP in inclusive Educa-tion in US has more than four decades,which have accumulated much experience for Chi-na. Historically,the content and the process of IEP is gradually changed in the developmentof IEP in inclusive education and there exists two models of implementation of IEP whichare responsive to the students＇ diversity differently. Based on that,implications for Chinahave been putted forward that inclusive education should be considered as the first choiceof educational placement for the disabled,laws should be made to regular the practice ofIEP in inclusive education and meaningful connection should be built between IEP and gen-eral curriculum.

关 键 词：美国 融合教育 个别化教育计划 

分 类 号：G76[文化科学—特殊教育学] G712[文化科学—教育学]