我国培智学校孤独症学生个别化教育计划文本长期目标的内容焦点及分布  

The Focus and Distribution of the Long-Term Goals of Individualized Education Program for Students with ASD in Special Education Schools in China

作　　者：曹漱芹[1] 马晓彤 金琦钦 CAO Shuqin;MA Xiaotong;JIN Qiqin(College of Special Education,Zhejiang Normal University,Hangzhou,310012)

机构地区：[1]浙江师范大学特殊教育学院,杭州310012

出　　处：《中国特殊教育》2021年第6期82-89,共8页Chinese Journal of Special Education

基　　金：国家社科基金2019年度教育学一般课题“孤独症学生关键能力的构成及义务教育阶段培养目标研究”(课题批准号:BHA190143);教育部2017年度委托课题《义务教育阶段孤独症学生教育指南的编制研究》的研究成果。

摘　　要：个别化教育计划作为特殊教育的基石,在孤独症学生教育中具有举足轻重的作用。本研究采用文本分析法,参照《英国孤独症学生进步框架》的内容体系,对全国范围500份孤独症学生个别化教育计划文本的长期目标进行了较为详细的分析,以总结长期目标内容指向的特点、偏向与不足。结果表明:当前孤独症学生长期目标较明显地聚焦于生存能力和学业知识领域;对核心缺陷和相关缺陷领域的关注不足;对更高层次心理需求的关注不足;体现出个性化设置的特点,但也显得主观随意、系统性不足。依据分析结果,对未来孤独症学生个别化教育计划长期目标的构建提出了展望。As the cornerstone of special education,the Individualized Education Program(IEP)plays a significant role in the education of students with ASD.Using the text analysis method and referring to the content system of the Autism Education Trust Progression Framework,this paper conducts a detailed analysis of the long-term goals of IEP texts for 500 students with ASD nationwide.The results show that the long-term goals of students with ASD mainly focus on basic life skills and academic knowledge;insufficient attention is paid to core defects,related defects and higher-level psychological needs.Meanwhile,although the IEP reflects the characteristics of personalized setting,it appears to be subjective and lack of systematicity.Finally,based on the results of the analysis,this paper puts forward a prospect of the long-term goal setting of IEP for students with ASD in the future.

关 键 词：孤独症学生 个别化教育计划 长期目标 

分 类 号：G760[文化科学—特殊教育学]