美国学生主导个别化教育计划的制度、实践与效果  

The Student-Led Individualized Education Programs in the United States: System, Practice and Effect

作　　者：冯超[1] 傅王倩[1] FENG Chao;FU Wangqian(Faculty of Education,Beijing Normal University,Beijing,100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《中国特殊教育》2022年第3期9-16,共8页Chinese Journal of Special Education

基　　金：2021年中央高校基本科研业务费专项资金资助“残疾学生家长参与的范式转变及提升路径研究”(项目批准号:2021NTSS34)成果之一;中国博士后科学基金第67批面上资助“特殊教育政策类型及执行效果研究”(项目批准号:2020M670186)成果之一。

摘　　要：个别化教育计划是特殊教育的基石,然而大量研究显示现有教师主导的IEP中学生的参与程度低,并未真正发挥对学生发展的促进作用。基于此,当前IEP发展出现由学生主导的趋势,强调并保障学生本人在IEP制定和实施过程中的主导作用,为其自我决定能力的发展及高质量的生活奠定基础。本文基于美国特殊教育管理体系,从联邦、州和学校三级层面分析美国学生主导IEP的制度规范,分析讨论学生主导IEP实施的效果及挑战,力求为我国IEP发展提供参考与启示。The individualized educational program(IEP) is the cornerstone of special education. However, a large number of studies show that students’ participation in the existing IEP led by teachers is low, and IEP does not play a role in promoting students’ development. Therefore, there appears a trend of student-led IEP development in order to guarantee the leadership role of students in this process and lay the foundation for the development of their self-determination ability and high quality of life. Based on the special education management system of the United States, this paper analyzes the institutional norms of the student-led IEP in the United States from federal, state and school levels, analyzes the effects and challenges of its implementation, aiming to provide some reference and inspiration for the development of IEP in China.

关 键 词：学生主导 个别化教育计划 制度规范 实施模式 

分 类 号：G760[文化科学—特殊教育学]