Secondly, the types of iep: ordered mode, arbitrary mode, multivariate mode and multivariate multivalent mode.
Thirdly, iep strategies: behavior reference strategy, experience reference strategy and mixed strategy.
Four. Procedures implemented by iep:
(1) Preparatory stage: 1. Review the submitted cases. 2. Collect further evaluation materials. 3. Organize personalized education project committee.
(2) Implementation stage:
(3) Evaluation stage:
V. Reasons for implementing iep: 1. In line with the basic beliefs of democratic politics.
2. Implement the ideal of equal educational opportunities.
3. Meet the needs of highly differentiated social structure and precise division of labor.
4. Personalized learning is carried out in response to the explosion of knowledge, personality and demand.
5. Make full use of the achievements of engineering development to solve the problem of teaching students in accordance with their aptitude.
6. Reflect the new knowledge of psychoanalysis and psychology, reduce personal internal conflicts and cultivate a happy life.
7. Reflect the new knowledge of self-psychology and promote self-realization.
8. Remedy the disadvantages of school teaching development, carry out the "anti-school education movement" reform, and promote the new life of school education.
9. Comply with the trend of special education returning to the mainstream
10. Cooperate with the development of competency-based education
Skills and application of iep: determination of learning achievement goals, selection of goals, and implementation in different ways,
Bypass, setting and utilization of learning center, student guidance, self-evaluation, machine teaching, standard reference evaluation, diagnosis, inspection and progress control.
7. Written information content of 7.iep: In order to give full play to the functions of individualized education programs, according to Article 18 of the Detailed Rules for the Implementation of the Special Education Law revised and promulgated in 1987, the written information of individualized education programs must include the following ten items:
First, the current situation of students' cognitive ability, communication ability, action ability, emotion, interpersonal relationship, sensory function, health status, self-care ability, Chinese, mathematics and other academic abilities.
Second, the family status of students.
Thirdly, the influence of students' physical and mental obstacles on their classes and lives.
Fourth, the assessment methods suitable for students.
Fifth, students' behavior problems affect learners, their administrative support and handling methods.
Sixth, the school year education goal and the semester education goal.
Special education and related professional services that students need.
Students can participate in the time and projects of ordinary schools (classes).
9. The date and standard for evaluating whether the educational objectives of the semester have been achieved.
10. Transfer services for pre-school students in large classes, sixth-grade students in primary schools, third-grade students in junior high schools and third-grade students in senior high schools.
In addition, the personalized education program also needs to include basic information of students, such as name, gender, date of birth, school, grade, address, telephone number, basic information of parents, growth history and development of students, etc.
The contents of IEP written materials shall include the following points:
1, basic information of students
5. Provide related services
9, long-term and short-term target evaluation method
2. Description of student status
6. Long-term educational goals
10, the start and end time of short-term target implementation.
3. General education services
7. Short-term educational goals
4. Special education services
8. Evaluation criteria for long-term and short-term goals
IEP content list
First, the starting point of capacity
1. Cognitive ability 2. Communication ability 3. Ability to act 4. Emotion 5. interpersonal relationship
6. Sensory function 7. Health status. Take care of yourself. Language 10. Academic ability such as mathematics.
Second, long-term goals.
1. General narrative is ok. 2. The long-term goals of each subject can be targeted according to the long-term goals of the curriculum field.
3. Individual differences should be considered
Third, short-term goals
1. Behavior goal orientation 2. Functional goal orientation 3. Observable and measurable standards. Level 5. Respond to long-term goals
Fourth, teaching strategies.
1. Write courses according to students' abilities. Compilation meeting (IEP) 3 based on case meeting. Match with the syllabus and homework list. Make full use of teaching materials and teaching methods of special education.
Fifth, professional services related to special education.
1. Language therapy, physical therapy, occupational therapy, psychological counseling, game therapy, picture therapy and other service items and methods.
2. Professional service leader. Professional service schedule
Six, ordinary (school) class teaching
1. Time to attend ordinary (school) classes 2. Participate in the subjects and projects of ordinary (school) classes 3. Degree of participation in ordinary (school) classes.
Seven. Administrative support
1. Handling methods of responsible units and persons in charge of transportation services
4 units responsible for the problem behavior and the handling method of the person in charge.
2. The handling method of the unit responsible for providing assistive devices and its responsible person.
5. The handling method of the responsible unit and the person in charge of the course arrangement coordination.
3. Handling methods of responsible units and responsible persons for barrier-free environment.
Eight. assess
1. Date and standard of formative evaluation 2. Date and standard of summative evaluation
Nine. Parental participation and signature
1. Parents must be invited to participate in IEP 2. Parents must know the contents of IEP.
X. Ownership transfer services
Pre-school education big class, grade six in primary school, grade three in junior high school and grade three in senior high school (occupation)
Evaluation and teaching procedure of comprehensive education plan;
Eight. The present situation and difficulties of iep implementation;
Current situation:
Lin Xingtai and others investigated the implementation of individualized education programs in special education in China, and found that 64.8% of teachers with learning disabilities made individualized education programs for their students, among which Putonghua was the most (765,438+0.2%), mathematics was the second (45.2%), and life education was the third (43.2%). More than half of the teachers have made personalized education plans including basic information.
Difficulties:
Lin Xingtai and others found the problems in the implementation of personalized education programs by synthesizing domestic and foreign literatures: 1. The evaluation results have nothing to do with the design of education plan; 2. Individualized education scheme has nothing to do with actual teaching; 3. Work only on paper; 4. Lack of participation of ordinary teachers and other relevant professionals; 5. Lack of clear provisions in laws and regulations; 6. Lack of assessment tools; 7. Lack of teaching objectives in all subjects.
Example of iep:
Learning disabilities hindered Yang Zhisheng.
Understand students with learning disabilities
definition
type
authenticate
cause
trait
(B) remedial teaching model for students with learning disabilities
Learning pipeline mode
Course training mode
Behavioral school
Cognitive orientation
Cognitive behavior orientation
Social ecological orientation
(C) How to help students with learning disabilities in the class
Attitude.
teaching method
Chinese
mathematics
Developmental learning