共查询到19条相似文献，搜索用时 156 毫秒
1.
个别化家庭服务计划(Individualized Family Service Plan,简称IFSP)是在美国1986年《障碍者教育法修正案》(The Education of the Handicapped Act Amendments of 1986,PL99-457,1986)中提出来的。此计划旨在为0-3岁障碍婴幼儿提供早期干预服务,以促进婴幼儿的发展和成长。本文通过对IFSP的提出、法律规定及内容、实施要求等方面的介绍,为我国制订与实施障碍儿童早期干预服务提供法律制定、政府支持、人员培训、家长参与及转衔等方面的借鉴。 相似文献
2.
美国"残疾婴儿和学步儿早期干预计划"旨在为3岁以下残疾婴幼儿提供早期干预服务,以满足3岁以下残疾婴幼儿及其家庭的特殊需要."残疾婴儿和学步儿早期干预计划"的重要特点是免费性、普及性和全纳性.已有研究表明,美国"残疾婴儿和学步儿早期干预计划"的效果是积极的.我国可以借鉴美国的做法,逐步采取残疾婴幼儿早期干预措施,尽可能为残疾婴幼儿的发展提供帮助. 相似文献
3.
美国密歇根州早期补偿计划针对0-3岁有特殊需要的儿童提供早期干预,该项目构建了服务对象广泛、服务类型多样、服务原则明确、程序清晰的运作系统,实施过程规范了各方职责,保障了儿童及其家庭权利,其有效的运作机制为我国儿童早期干预工作乃至学前融合教育的实施提供了有益借鉴。 相似文献
4.
美国特殊需要儿童家庭参与早期干预经过多年的发展,已经拥有较为成熟的经验,其特点表现为：家庭参与早期干预工作基本法制化、系统化,重视家庭参与早期干预积极氛围的营造,高度重视家长在早期干预工作中的需求和权利,注重对家长参与早期干预的支持,重视家庭资源以及家庭与专业人员的合作。汲取其经验,结合我国家庭参与早期干预的现状,可从提高家庭认知水平、建构家庭支持保障体系、强化多方合作等方面着手来提高我国特殊需要儿童家庭参与早期干预成效。 相似文献
5.
英国政府自2003年来一直将欧洲特殊需要与全纳教育发展署提出的早期儿童干预项目作为特殊需要早期儿童干预服务变革和发展的基本理念。通过一体化的政策和充裕的经费保障、跨学科和跨部门合作以及提供多样化的服务等行动,为特殊需要的儿童及家庭提供了高质量的早期干预服务,进一步推进了全纳型社会的建构。 相似文献
6.
美国特殊教育立法中非歧视性评估原则及其对我国的启示 总被引：4，自引：1，他引：4
非歧视性评估是美国特殊教育立法基本原则之一,是为特殊需要学生制定个别化教育计划、确定教育安置形式及相关服务的主要依据。本文详细介绍了非歧视性评估产生的社会背景,美国特殊教育立法中关于非歧视性评估原则的修订以及该原则实施的保障条件,并对我国特殊教育中鉴定、评估工作提出了改进建议。 相似文献
7.
刘威 《襄樊职业技术学院学报》2013,12(2):126-131
当前我国特殊儿童由学校向成年生活的转衔面临严峻问题,而美国在此领域卓有成就。因此,分析美国转衔服务取得成功的经验将有助于寻找推进我国转衔服务的途径。美国的成功经验有理论为指导、法律为保障、财政为后盾、合作为途径。根据我国的实际情况,推动我国的特殊儿童转衔服务可采取以下措施加强转衔理论研究;推进特殊教育立法,将转衔写入法律;加大特殊教育经费投入,促进康复和职业教育的发展;促进机构间合作形成合力;强化宣传,推动社会对残疾人的接纳;提高特教教师制定和执行个别化转衔计划的能力。 相似文献
8.
家庭教育支持在婴幼儿早期发展中至关重要。美国“帮助我成长”项目是专门针对婴幼儿家庭的支持系统,在美国家庭教育支持方面发挥了关键的作用。美国“帮助我成长”项目主要包括婴幼儿成长和行为问题指南、婴幼儿发展资源、无缝的转诊和护理协调、符合条件的婴幼儿服务计划四个方面的基本内容。其运作方式由四个相互协作且相互依存的核心要素构成:集中式接入点建立网络连接、家庭和社区开展外展服务工作、婴幼儿保健服务提供者进行早期识别、持续的数据收集和分析确保质量改进。本文在总结其发展特色的基础上,对我国婴幼儿家庭教育支持服务的发展提出如下建议:我国要建设资源网络来共享经验;尽早为婴幼儿提供早期筛查与干预服务;构建跨部门合作的服务体系;加强家庭教育支持服务的专业团队建设;扩大接受服务的范围,促进教育公平。 相似文献
9.
为明确把握美国特殊儿童个别化教育计划的研究热点和变迁,探明该领域的研究前沿和发展趋势,为我国特殊儿童个别化教育计划未来发展提供启示,并利用CiteSpace软件对2004-2021年源自WoS的核心合集数据库的研究文献以每六年为一时间段,进行可视化分析。研究的变迁主要表现为四个方面,最终指向政府—家庭—学校—社区—医院等多维主体共建的社会支持网络体系。我国在未来的研究中,应充分认识到IEP对特殊儿童发展的重要价值,将IEP运用于特殊个体的婴幼儿乃至成人阶段的生活和就业的帮助之中,积极构建特殊儿童的终身教育发展体系,完善并倡导社会多方力量参与特殊儿童的IEP支持体系构建,提升IEP在特殊教育学校中的实施成效。 相似文献
10.
自美国启动涵盖家庭、个别化教育计划学校和社会机构的个别化教育计划（IEP）援助计划以来,出现了特殊教育向特殊援助转变的趋势。2003年,日本文部科学省进行了全国普通学校就读需特殊援助学生的现状调查,结果表明,ADHD（注意／多动障碍）、LD（学习障碍）、HFPDD（高功能性广泛发展障碍）等轻度认知发展障碍学生的比例达6．3％。 相似文献
11.
Experiences and Perceptions of EHS Staff with the IFSP Process: Implications for Practice and Policy
This study examined the experiences of Early Head Start (EHS) staff with the development of the Individualized Family Service Plans (IFSPs) for young children with developmental delays and their families in 40 EHS programs in six Midwestern states. Staff perspectives about challenges, needs, strategies and suggestions for the IFSP development were explored. Findings indicated that time and scheduling, paperwork, and collaboration with early intervention (EI) agencies were the major challenges to participation and involvement in the IFSP process. Recommendations for practice and policy were suggested. 相似文献
12.
M W Krauss 《Exceptional children》1990,56(5):388-395
By requiring a family focus in the provision of early intervention services, the Individualized Family Service Plan (IFSP) provisions of Public Law 99-457 establish a new precedent in public policies for families of children with disabilities. In this article, the conceptual and procedural mandates of the IFSP are analyzed from two perspectives: as bold, radical steps taken by the federal government and as logical extensions of current service delivery practices that focus on the child but involve parents in planning and implementing programs. The implications of these perspectives for policy and program implementation are discussed. 相似文献
13.
Yoon H. Lee 《Cultura y Educación》2016,28(2):328-343
This paper aims to examine the genealogy of family-centredness in early childhood intervention. In particular, it deconstructs the procedural requirements, such as the completion of the Individualized Family Service Plan (IFSP), which has operated to serve the notion of family-centredness. Employing a poststructuralist lens, the paper contends that the current knowledge/belief is constructed and institutionalized by the dominant groups, such as policymakers and professionals, and their discourse. Families are normalized with discursive practices to believe that their participation perfects the rules set by powered social institutions with knowledge and power; hence, they are at the centre in the practice of services and provisions. Blinded by the normalized discipline, the historically absented position of families in the construction of social structures has perpetuated through the existing practices. Thus, this paper offers a critical reflection on the understanding of multiple discourses. In particular, both service providers and families should be able to question the process of service provisioning, when necessary. By critically viewing the current case, the development of quality early childhood intervention programmes and family-centred practices might be purported across countries. 相似文献
14.
This study presents evidence regarding the construct validity and internal consistency of the IFSP Rating Scale (McWilliam & Jung, 2001), which was designed to rate individualized family service plans (IFSPs) on 12 indicators of family centered practice. Here, the Rasch measurement model is employed to investigate the scale's functioning and fit for both person and item diagnostics of 120 IFSPs that were previously analyzed with a classical test theory approach. Analyses demonstrated scores on the IFSP Rating Scale fit the model well, though additional items could improve the scale's reliability. Implications for applying the Rasch model to improve special education research and practice are discussed. 相似文献
15.
《Australian Journal of Learning Difficulties》2013,18(2):213-224
Dyslexia appears to be the most prevalent disability of students with special educational needs in many mainstream classes, affecting around 9.7% of the school population in Hong Kong. The education of these students is therefore of great concern to the community. In the present paper research into dyslexia in the Chinese language is briefly reviewed, with emphasis on the cognitive characteristics of dyslexia and its manifestations, in the hope that understanding the profiles of students with dyslexia may help to lay a solid foundation for assessment, curriculum development and intervention. Recent progress in the study of the cognitive deficits of Chinese-speaking readers with dyslexia in Hong Kong and the development of assessment and intervention framework for early identification and intervention is presented. These developments shed light on dyslexia in the Chinese language and provide grounds for further work on research and practice. 相似文献
16.
Barry Carpenter 《British Journal of Special Education》2005,32(4):176-183
In March 2005, Barry Carpenter, OBE, Chief Executive and Director of Research at Sunfield, an education and residential care centre for children with severe and complex learning needs, gave his inaugural professional lecture at University College Worcester. This article is based on that lecture. In it, Barry Carpenter reviews international trends in early childhood intervention and relates these to changing patterns of childhood disability, family needs, practitioner-led service development and Government policy initiatives. He describes a political climate in the UK which is ripe for the development of a nationally cohesive programme of early childhood intervention and proposes a number of key factors hat are crucial to the consolidation of the plethora of initiatives that have taken place in the UK in recent years. These include: early interventions that are delivered from the point of diagnosis; practice that is transdisciplinary; and high quality training for professionals. At the heart of this process, however, must be the voice of the family - guiding, informing, sharing, engaging. The key to successful early childhood intervention, Barry Carpenter argues, is responsivity - to society, to its families, but most of all to its children. 相似文献
17.
It is possible that many benefits may be found for all concerned in education and child development in understanding how knowledge of the brain and its development can inform early years practice. This article, written by Brenda Peters and Chris Forlin, both from the Hong Kong Institute of Education, reviews literature based on neuroscience to establish potential links with teaching and learning, in an attempt to identify the most appropriate pedagogical support for children with autistic spectrum disorder (ASD). Two key themes have emerged: firstly, neuroscience and education and translation between these disciplines, and secondly, the relevance of these developments for specific groups of learners. This article focuses on early educational intervention and how emerging evidence from neuroscience and collaboration with educators may support future developments for practice for these young learners with ASD. 相似文献
18.
Evgenia Theodotou 《International Journal of Early Years Education》2017,25(2):143-155
Literacy as a social practice has a fundamental role in children’s lives especially in the early years context, in which social interactions are in the centre of knowledge achievement. Several pieces of research investigate the positive contribution of the arts in children’s literacy development in the early years settings. However, most of them focus on the aspect of emergent literacy and phonological awareness, with some indirect arguments about literacy as a social practice. Having this in mind and the importance of literacy as a social practice, this project was designed. The purpose of this paper is to examine the effects of the arts in the development of literacy as a social practice in the early years settings. The intervention used the ‘Play and Learn through the Arts’ (PLA) programme for a full school year in a case study with 5–6-year-old children in Greece. The outcomes were measured using authentic assessment techniques and a semi-structure interview. The findings showed the positive contribution of the arts in the development of literacy as a social practice in the early years setting. 相似文献