学前融合教育中IEP实践模式的探索——基于一所公立幼儿园的融合教育个案研究

The Exploration of IEP Practice Model in Preschool Inclusive Education:Based on an Inclusive Education Case Study in a Public Kindergarten

本研究采用观察法、访谈法及文本分析法，对一名安置于公立幼儿园的有特殊需要幼儿的融合教育进行了个案研究，重点考察个别化教育计划（IEP）对有特殊需要幼儿进行融合教育时所具有的作用及其在具体实施过程中可能出现的困难。以深入探讨学前融合教育中的IEP实践模式。研究结果显示．引AdEP对提高融合教育质量有重要作用：IEP能增进幼儿园、高校特殊教育专业人员和幼儿家长三方的互信和合作。能使三方更准确地了解有特殊需要幼儿的问题与需求，帮助教师和家长获取有关特殊教育的专业知识和技能．从而提高教育和服务的针对性和有效性。但当前在公立幼儿园中开展IEP实践存在着课程、人员和实施等方面的困难。基于此，本研究提出了基于IEP对有特殊需要幼儿进行融合教育的三方合作模式。

Using observation, interview and document analysis, the authors did an inclusive education case study of a child with special educational needs placed in a public kindergarten, studied the benefits and difficulties of implementation of Individualized Education Program （IEP） in inclusive education, and explored possible and effective practice model. The results indicate that IEP benefits significantly for the improvement of inclusive education quality. IEP can promote the trust and cooperation among the kindergartem, universities and parents, make those three parties know more accurately the problems and needs of children with special needs, and help teachers and parents to acquire professional knowledge and skills of special education, to improver the effectiveness of education and service. However, currently there exists difficulties in the aspects of curriculum, well trained staff, and implementation. Therefore, an IEP 3-party cooperation model of inclusive education for children with special needs is suggested.