摘要
本研究尝试探索个别化教育计划(IEP)在学校以班级为单位的实施与应用。主要做法:通过贯穿全程的评量分析把握学生个体的学习需求;通过IEP的拟定整合发展性课程和环境生态课程。在IEP实施中重点探讨了家校社区互动的主题教学实施模式。实践效果显示,智障儿童生活适应能力、学习参与水平及个体弱势能力明显提高。
This study aims to investigate the implementation and application of Individualized Education Program （IEP） in terms of classes at school. Through the measurement of the whole process, the learning needs of retarded children are analyzed. This study focuses on the interactive thematic model among home, school and the community during the implementation of IEP. The rusuhs show that the ability to adapt to the life, the learning participation level and the individual capacity of retarded children is markedly improved.
出处
《中国特殊教育》
CSSCI
北大核心
2009年第10期29-34,共6页
Chinese Journal of Special Education
关键词
中重度智障儿童
个别化教育计划
实践
moderate and severe retarded children individualized education program practice
