Theory And Practice Research On Individualized Education Plan In Schools For The Mentally Retarded

Individualized education plan, based on zone of proximal development, aims at meeting the special needs of children with special needs, which covers appropriate cognitive, physical, communication, social or emotional, as well as adaptive development education plans for children with special needs. In addition, it is the basis of individualized education purposes.This study was designed by analyzing domestic and foreign status quo of Individualized Education Plans, discovering the problems and difficult in the process of designing and implementing IEPs for teachers in special school for Mentally Retarded; groping a practice mode of individualized education plans for children with Mentally Retarded in the condition of class teaching system.The dissertation can be divided into six sections. In the first section, the writer expatiated IEP’s definition and connotation, origin and development, as well as domestic and foreign actuality, Then discussed the problems in IEP that researchers met with.On the basis of those, the writer put forward the purpose, main content and value of her study. In the second section, the writer introduced the theoretical basis of IEP, and Educational, Psychological as well as Education Administration theoretical basis by illustrating physical and psychological characteristics of children with Mentally Retarded. In the third section, the writer introduced her assumption in the components and written formats of IEP for children with Mentally Retarded. In the fourth section, the writers expatiated how to implement IEP’s in the Special Education School for Mentally Retarded.(1) An IEP case.(2) The process of implements an IEP, including the design, application, assessment and reflection on effects of a specific IEP.(3) Specific education al activity cases in collective teaching or One-to-One tuition.(4) Assessment of IEP. The proposals for recording and managing IEP data from the writer were represented in the fifth section. In the last section, the writers drew her conclusions and provided her suggestions on IEPS for those who work in school for Mentally Retarded.