School-based Curriculum Development On Occupational Therepy In Schools For Intellectual Disability

With the promulgation of the curriculum experiment scheme of school for the mental retardation, and the establishment of medicine and education combined experimental base, rehabilitation work began to play a positive role in schools for intellectual disability, thus school based curricula of rehabilitation traning are becoming a hot issue of current research. This study is trying to work on the School-based curriculum development on Occupational Therepy in schools for intellectual disability, to provide reference and guidance for rehabilitation work in special schools. Basing on the School-based curriculum development paradigm in general education school, School-based curriculum development on Occupational Therepy in special education school is divided into five stages in this study.The first part is the preliminary study on the development of school-based curriculum. The researcher adopted two self-made questionnaires, and found that most of the teachers and parents had recognized the values and significances of Occupational Therepy, and supported to set curriculum on Occupational Therepy in schools for intellectual disability, but there were considerable schools for intellectual disability that did not set curriculum on Occupational Therepy, there were many children who did not receive Occupational Therepy, and even if for the children who had accepted Occupational Therepy, the effects of Occupational Therepy were not very ideal, school-based curriculum development on Occupational Therepy is imminent.The second part is to explore the curriculum objectives of School-based curriculum development on Occupational Therepy. According to different target, the curriculum objectives can be divided into general objectives, concrete goals and stage objectives of the study period.The third part is to design the course contents of school-based curriculum development on Occupational Therapy. This study divide occupational performance into six areas:occupational performance in families, occupational performance in schools, occupational performance in communities, occupational performance commonly used in families and schools, occupational performance commonly used in families and communities, occupational performance commonly used in schools and communities,84 training items in totally. Also, this study uses delphi method to investigete the attitudes of experts on the demand degree of six areas, and the results show that experts approve the six areas.The fourth part is about the implementation of school-based curriculum on occupational therapy, the researcher puts forward some advices about the implement of school-based curriculum on occupational therapy, such as the objects, forms, ways and process of implement. In addition, the researcher adopts case study to select two cases, and implemented interventions for eight periods in fine motor abilities and eating areas separately, in order to test the feasibility and practicability of the curriculum. Case studies show that School-based curriculum on Occupational Therepy is practical and operable.The fifth part is about the evaluation of the curriculum, the researchers use the self-made scale, to evaluate the whole curriculum, curriculum goals, curriculum contents, curriculum implementation processes and effects, curriculum evaluations. Evaluation results show that the evaluation experts think the course objectives are reasonable, curriculum contents are comprehensive, curriculum implementation processes are scientific, curriculum evaluation methods are appropriate.