The Integrated Thematic Teaching Model Research In Theory And Practice Of Early Mentally Retarded Children Based On The Frame Structure Of Individualized Education Program

The field of education and teaching for preschool children with intellectual disability, the individualized education, the Integrated thematic teaching and the education and rehabilitation integration, these theories have been discussed by Experts and scholars for many years, but they have not yet achieved a comprehensive and systematic discussion about educational rehabilitation program for preschool children with intellectual disability. Moreover, only a few studies of the specific work process and the practical guiding methods about the educational rehabilitation program for preschool children with intellectual disability. This study selected 30 cases of mentally retarded children aged 2-6 years, used observation method, test method, questionnaire survey method, interview method, action research method to study the theory and practice of Integrated thematic teaching in the framework of individualized education program.The education rehabilitation training for the 30 mentally retarded children which based on integrated thematic teaching would be carried on for six months, the evaluation results of 30 cases of early childhood and end stage social adaptive ability were compared; Also for parents of children, teachers were satisfactory interview and investigation of teaching results, to provide evidence for integrated thematic teaching effectiveness. The research results show that the education and rehabilitation based on the integrated thematic teaching model can effectively improve the children’s social adaptation ability, and the individualized education plan base on the thematic teaching curriculum as the carrier to carry out with a obviously effect.This paper consists of five parts. The first part was three aspects of explication from the early intervention for preschool children with intellectual disabilities, the main trend of the common development of multi domain ability of preschool children with intellectual disabilities, the improvement of the social adaptive ability of the pre-school children with intellectual disabilities, which given the research background, research significance and research content and clarified the research value, research significance of integrated subject teaching in the framework of the individualized education program; The second part is the literature review, summarized the theoretical research contents of the education and teaching of children with intellectual disability at home and abroad, from the definition, mentally retarded children’s physical and mental characteristics, individualized education theory, new idea of education and rehabilitation combining, summarized the theoretical research contents of the education and teaching of children with intellectual disability at home and abroad; In the third part was the theory construction of the Integrated thematic teaching, tried to make a theoretical construct map from four dimensions by the necessity, theoretical basis, implementation elements, and the relationship of individualized education program and integrated thematic teaching; The fourth part is the practice research of integrated thematic teaching, used a variety of research methods to demonstrate how the practice of the operating system worked, also make a throughout effectiveness analysis; The fifth part was conclusion and suggestions, confirmed the effectiveness of integrated thematic teaching mode, the benefits of education and rehabilitation integration for mentally retarded children, summarized promote mutual relations between integrated thematic teaching mode and individualized education program, and Put forward a series of suggestions in forming and integrating a professional team of preschool children education, carrying family education and rehabilitation, making preparation of relevant curriculum standards.