国内外特殊儿童个别化教育计划研究热点比较及启示

Comparison and Enlightenment of Research Hotspots of Individualized Education Program for Special Children at Home and Abroad

个别化教育计划(IEP)是将全纳理想付诸实践的工具之一,是融合教育有效实施的关键。文章采用文献计量与质性分析相结合的方法,运用CiteSpace软件对2004—2021年国内外IEP研究的热点进行梳理与比较,以期对我国IEP的有效实施有所启示,进而提升随班就读的实施质量。研究发现,国内IEP研究热点聚焦于对国外有关IEP研究的梳理与分析、IEP对7~18岁学龄期智障儿童发展的影响以及学校在IEP实施中的干预作用;国外IEP研究聚焦于IEP实施的运作机制、IEP对0~21岁各年龄段特殊儿童的影响以及教师和家长对IEP实施的干预作用。对国内外IEP研究热点比较分析发现,国内的研究范式以经验—分析范式为主,国外以科学实证研究范式为主;国内研究的对象聚焦于7~18岁学龄期的特殊儿童,国外研究涵盖0~21岁全年龄段的特殊儿童;国内研究的支持体系以学校参与为主,国外研究以家庭参与为主。未来我国应在扎根本土的基础上借鉴国际先进经验、重视IEP服务对象的多样性以及促进家长和学生参加IEP会议。

Individualized Education Program(IEP)is one of the tools to put the ideal of inclusive education into practice,and it is the key to the effective implementation of inclusive education.This paper adopts the method of bibliometrics and qualitative analysis,and uses CiteSpace software to sort out and compare the hotspots of IEP research at home and abroad from 2004 to 2021,in order to give some enlightenment for the effective implementation of IEP in China,and then improve the implementation quality of learning in regular classes.The results show that domestic IEP research focuses on the review and analysis of foreign studies on IEP,the impact of IEP on the development of school-age children with intellectual disabilities from 7 to 18 years old,and the intervention of schools in the implementation of IEP.While,foreign research on IEP focuses on the operational mechanism of IEP implementation,the impact of IEP on special children of all ages from 0 to 21 years old,and the intervention of teachers and parents in the implementation of IEP.Through the comparative analysis of domestic and foreign research hotspots,it is found that the paradigm of domestic research is mainly empirical-analytical paradigm,while foreign research paradigm is mainly scientific-empirical research paradigm;the objects of domestic research focus on special children in school age from 7 to 18 years old,while foreign research covers special children in all ages from 0 to 21 years old;the support system of domestic research is based on school participation,while foreign research is based on family participation.In the future,China should take root in its own country and learn from international advanced experience,attach importance to the diversity of IEP service objects and promote parents and students to participate in IEP meetings.