培智学校个别化教育计划:制定、实施及困难——基于对杭州市部分培智学校的调查

发布时间：2018-04-25 04:29

本文选题：培智学校 + 个别化教育计划　；参考：《中国特殊教育》2016年04期

【摘要】：本文以6所培智学校115位教师为研究对象,以自编问卷了解个别化教育计划(IEP)的制定、实施及困难情况。在IEP制定方面,发现:(1)IEP的使用率为中等偏上,不够"个别化",且制定人员比较单一;(2)IEP会议召开时间和拟定时间较晚,费时费力;(3)IEP的项目内容和应用科目基本完整,但相关服务问题较突出。在IEP实施方面,发现:(1)IEP目标的评估比较及时;(2)教师较少参考IEP进行教学;(3)行政协助有待加强。在IEP使用过程中,教师面临的困难有:(1)教师普遍感到使用IEP的困难程度较高,主要难点集中在相关专业人员参与少、教师工作繁重、IEP格式内容繁琐、学年间缺乏连贯性、教学时间不足、预定目标与实际教学不符等方面;(2)教师年龄、教龄和是否接受过专业训练是影响教师困难程度的主要因素。建议:未来应进一步规范IEP的制定;相关专业人员的参与;IEP的简化或电子化;促进IEP目标在课程与教学中的落实;加强教师的专业训练。
[Abstract]:In this paper, 115 teachers in 6 schools for the education of the mentally handicapped were selected to investigate the formulation, implementation and difficulties of the individual education plan (IEP) with a self-designed questionnaire. With regard to the formulation of the IEP, we found that the utilization rate of the IEP was moderate, which was not "individualized" enough, and the time for meeting and drawing up the IEP meeting was relatively late, and the project contents and application subjects were basically complete and time-consuming and laborious. But the related service problem is more prominent. In the aspect of implementation of IEP, it is found that the evaluation of the goal of IEP is more timely than that of the latter (2) the teachers seldom refer to IEP for teaching and administrative assistance needs to be strengthened. In the process of using IEP, teachers generally feel that the difficulty of using IEP is high, the main difficulty is that the participation of relevant professionals is less, the contents of heavy work of teachers are tedious, and the lack of continuity in school years. Teachers' age, teaching age and professional training are the main factors that influence the degree of difficulty of teachers. It is suggested that the formulation of IEP should be further standardized in the future; the participation of relevant professionals should be simplified or electronic; the implementation of IEP objectives in curriculum and teaching should be promoted; and the professional training of teachers should be strengthened.
【作者单位】：浙江师范大学杭州幼儿师范学院;
【基金】：教育部人文社会科学青年基金项目“自闭症儿童孤岛能力的心理机制和教育应用研究”(项目批准号:12YJC880004) 浙江师范大学第十七期学生课外学术科技活动课题“浙江省培智学校教师实施个别化教育计划的现状、困难与建议”(立项序号:121)的部分成果
【分类号】：G764

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