九年级随班就读学生个别化教育计划文本分析研究

An Analysis of the Individualized Education Program(IEP) for the Ninth-Year Disabled Students Learning in Regular Classes

随班就读是我国残疾儿童安置的主体形式,个别化教育计划的制定和实施是随班就读学生个别化教育的保障。本研究采用自编个别化教育计划检核表,对上海市九年级随班就读学生个别化教育计划文本内容进行检核。研究发现:随班就读学生个别化教育计划存在计划间不连续、学习基础的制定过于简单、长短期目标缺乏联系、目标达成情况差等问题。文章还就如何提高个别化教育计划质量提出了建议。

Learning in regular classes is the main form of schooling for children with disabilities in China, and individualized education program （IEP） formulation and implementation helps to ensure their individualized education. This study, by us!ng the IEP Checklist, examines the IEP for the ninth-year disabled students learning in regular classes in Shanghai. According to the results, the IEP lacks continuity, the basic learning goal is too simple, there is no connection between the long-term and short-term goals, and it is difficult for the disabled stu- dents to achieve the goal. In conclusion, the article gives suggestions on how to improve the quality of the IEP.