2022 Volume 46 Issue 1 Pages 113-126
This study analyzes the four plans and compendiums that form the basis for curriculum development for schools for children with intellectual and developmental disabilities (IDD) in China. Furthermore, it outlines their characteristics, including the diversification of educational targets and the transformation of educational goals. Additionally, it delineates the research trends in curricula for children with IDD, focusing on the development of compulsory education curriculum theory in school based curriculum research, as well as the development of curricula and school education based on the Compulsory Curriculum Standards for Schools for Children with IDD (2016). By organizing the results of related practical and theoretical research, our study clarifies the status and challenges of curriculum reform for children with IDD. Specifically, school-based curriculum research has been developed in the form of total or partial curriculum development, the revision of existing curricula, and the selective incorporation of curricula from other schools, focusing on principles such as “student based” and “life-oriented” education. To better meet the educational needs of students with moderate to severe intellectual disabilities in schools for children with IDD, it is necessary to develop an intellectual disabilities education curriculum that is applicable to diverse students, and study new educational curricula and methods.
