The Status Research Of Schools For The Intellectual Disability Speech And Communication Training Curriculum Implicationin Shanghai

In order to systematically and comprehensively know the actual situation of schools for the intellectual disability speech and communication training curriculum implication in Shanghai, this study investigates 18 schools for the intellectual disability speech and communication training curriculum.This study uses the self-made study tables—status investigation of schools for the intellectual disability speech and communication training curriculum(for supervisors)and implication investigation of schools for the intellectual disability speech and communication training curriculum(for teachers) to investigate 18 speech training supervisors and 113 speech training teachers. And the author analyzes the following five aspects:the curriculum construction, the equipment and training of teachers, the development and application of teaching resources and specific implementation process. At last, the author compares the results with the nine-year compulsory course program schools for the intellectual disability in Shanghai (draft) and schools for the intellectual disability speech and communication training curriculum guide in Shanghai(draft).Research and analysis results are as follow:Firstly, schools for the intellectual disability in Shanghai all have speech and communication training curriculums, and all pay great attention to the supervision of teaching management. Curriculum construction is still at a primary level, lack of teaching guide books, and training is insufficient for some students.Secondly, schools for the intellectual disability in Shanghai all have speech training teachers, but full-time teacher are rare. Furthermore, teaching quality is different for different teachers. Thirdly, schools for the intellectual disability in Shanghai all have a certain number of teaching materials, and can basically meet speech training teachers’ need. But it has the trends of paying more attention to traditional training materials, and it pays less attention to computer-assisted training and the use-rate of computer-assisted training is lower.Fourthly, speech training teachers have strong sense to develop and implement speech and communication practice, but they have a tendency to avoid the difficulty of training discipline.Finally, Training for teachers pays more attention to skills and less attention to theories, and it affects the result of training.For the above research results, the author makes a suggestion from the following aspects:the set up of teaching and research for speech and communication and the superior apartment of the curriculum implication, the set up of speech training teacher certification, the development of school teaching materials, speech and communication training curriculum resources and on-line communication systems for speech training teachers.