| In the middle and late 20th century,After the movement of normalization and"returning to the mainstream" and the integration of education,the inclusive education as a trend of education which sprang up all over the world.The core idea of inclusive education is to let all children get education,what’s more,the education that children have got must suitable for them,which is suitable for them and is good for their best growth and adapting to society.In the 1980s,our country put forward the idea of attending regular classes,Which is the combination between the inclusive education form in the West and the reality of special education in China.It is a pragmatic mode of inclusive education.After more than 20 years of practice,China’s special education has developed to a critical period from the pursuit of quantity to quality.Current research has confirmed that most students in integrated classes who have special needs can learn general education courses and benefit from them as long as appropriate support and adjustment are provided.Therefore,reasonable and appropriate accommodation of curriculum content has become a key factor to improve the quality of integrated education.Based on the theory and practice of curriculum content adjustment of integrated education at home and abroad,the research takes School A as the research background,which is a general primary school located in Jiangxia District of Wuhan.In order to achieve the research goals,four third grade pupils with special needs have been selected to observation who studied in the Chinese subject.The Classroom Observation Table of LICC,Assessment Table of Chinese Academic Ability and Research Log were used as the research tools.Four special needs students’ Chinese curriculum content was adjusted.The research is divided into four stages.The first stage is to determine the needs and make plans.The main content is to identify the research objects and understand the special educational needs of the students in Chinese from the five dimensions of literacy and writing,reading,writing,oral communication and comprehensive learning.The second stage is to preliminarily implement and evaluate the effects,mainly according to the existing level of the four students with special needs.The third stage is to revise the plan and implement it again.It mainly improves and perfects the deficiencies of the first adjustment.The fourth stage is to reentry into the classroom and evaluate the effects.It mainly summarizes the effective strategies of curriculum content adjustment and evaluates the effects of Chinese curriculum content adjustment in the integrated curriculum.Through the research,we can draw the following conclusions:Firstly,appropriate curriculum content adjustment is the basis of promoting the quality of integrated education.The study uses qualitative and quantitative research methods synthetically,and adjusts the content of Chinese curriculum for students with special needs from five dimensions.Secondly,appropriate curriculum adjustment strategy is the key to improve the quality of integrated education.In the course of research,we found that effective adjustment strategies include deletion,simplification,remedy,substitution,etc.in the aspect of teaching material and simplification,substitution,supplement and so on in the aspect of operation adjustment.Thirdly,the integration and utilization of various resources is the guarantee to improve the quality of integrated education.When adjusting the content of integrated education curriculum,integrating teachers,peers,families and other resources will be conducive to promoting the progress and growth of students with special needs. |
