Research On The Construction And Practice Of The Autism Students’ Individual Education Plan Goal System

At present,the low quality of individualized education plan(IEP)preparation is an important factor restricting the quality of special education.The reason is that the "IEP goals" formulated by teachers cannot meet the requirements,and there are problems such as incompleteness,unclearness,and lack of pertinence,which cannot respond to the unique learning needs of students with autism.The formulation of goals,as the core part of the IEP,determines the operation and quality of the IEP.In order to improve the pertinence and rationality of IEP goals for students with autism,the main practice in major developed countries and regions in the world is to provide teachers with a unified goal system that fits the characteristics and needs of students’ development and can be used for reference.However,there is no unified guide or reference for the formulation of IEP goals in China,which leads teachers to formulate IEP goals for students with autism based on personal experience or subjective preferences.Based on the current situation,this research aims to focus on the main core defect area of students with autism—the social area,through using the research methods of text content analysis and grounded theory,construct an IEP goal with reasonable structure,clear layers,and reference for teachers to promote the standardization of teachers’ individualized education plan formulation,thereby improving the effectiveness of educational intervention for students with autism.The research is divided into three parts and six sub-studies:The first part,study 1,is an investigation and research on the current situation of IEP goal setting for students with autism.Collect about 500 IEPs for students with autism from special schools across China,conduct a systematic analysis of the content and performance level of IEP goals from a horizontal and vertical perspective,and summarize the current IEP for students with autism.The content focus,bias and existing problems of the goal;The second part is the research on the construction of the goal system,which consists of research 2 to 5.The second study is the analysis and research of the international high-quality autism clinical and practice guidelines,which aims to extract the IEP goals of students with autism and complete the preliminary design of the system framework;Further adjust and revise the preliminary extracted framework;the third study is the test and revision of the IEP goal framework,that is,through two rounds of Delphi method to verify the rationality of the pre-constructed framework,and to see the framework based on expert opinions.After adjustment,a framework of IEP goals in the social field is finally formed,which includes 4first-level dimensions,10 second-level dimensions and 35 third-level dimensions.Research5 is the research on the writing of specific items of IEP goals,that is,based on the framework constructed in the early stage,and the classification theory of educational goals,combined with the physical and mental characteristics of students with autism,the formation of "Responding-Knowing-Understanding-Applying-Generalization" is formed.Refinement entry for the "Goal Performance Level".The third part,study 6,is a case study on the application of the IEP goal system for students with autism.Select a case of a special school,follow the collaborative path of "researcher-practitioner",apply the established IEP goal system to the formulation process of IEP goals of the case,generate a specific application process,and reflect on and summarize the implementation results.Based on the above three parts,the following conclusions are drawn:1.At present,there are problems in the writing of the goals of the IEP for autism in my country,such as unreasonable,inconsistent,and poor applicability,and the goal content cannot reflect the development of students’ learning ability.2.The IEP goal system in the social field of students with autism formed by the research can be divided into 4 first-level dimensions,10 second-level dimensions and 35 subordinate dimensions.Among them,4 first-level dimensions are: Game,Communication,Interpersonal Relationship and Group Activity;10 second-level dimensions are: Imitation,Game Development,Non-verbal Communication,Listening And Understanding,Expressing Needs,Interactive Dialogue,Understanding Others,Interpersonal Relationships Building,Collective Activities and Attribution Responsibilities.3.The grading of the performance level of IEP goals formed by the research can be divided into five levels,namely: Responding,Knowing,Understanding,Applying and Generalization.4.Based on the five-level classification level,a total of 630 performance level goals under the third-level dimension were compiled and generated.5.The constructed goal system and application process of the IEP in the social field has produced good results in the application practice of a special education school in Hangzhou,and has been affirmed by teachers.