Sử dụng hệ thống S-EDU trong xây dựng kế hoạch giáo dục cá nhân cho trẻ khuyết tật
Tóm tắt
Developing an Individualized Education Plan (IEP) tailored to the functional level, developmental characteristics, and needs of children with disabilities is a crucial requirement in special education. However, the manual process of creating and monitoring these plans presents significant challenges for teachers and administrators. This study employed a product development research approach; the system underwent a six-month trial at 15 special education centers, involving 30 administrators and 68 teachers. S-Edu digitizes the child-centered IEP development process, utilizing current functional levels and developmental ages across specific domains as the basis for setting goals. It also integrates artificial intelligence to assist in selecting and ranking goals from a professional library, while ensuring teachers retain the authority to review and make final decisions. Preliminary feedback indicates that the system facilitates the creation, monitoring, and adjustment of plans for teachers; enables administrators to centrally store, manage, and track data; and allows parents to monitor their child’s intervention progress. These results suggest the potential of S-Edu as a tool to support the development and management of IEPs in special education settings.
Tài liệu tham khảo
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete ed.). Addison Wesley Longman
Bộ GD-ĐT (2018). Thông tư số 03/2018/TT-BGDĐT ngày 29/01/2018 quy định về giáo dục hòa nhập đối với người khuyết tật.
Coleman, O. F., & Waterfield, D. A. (2026). Ethical AI use in IEP development: A guiding framework. Journal of Special Education Technology. https://doi.org/10.1177/01626434261419099
Hedin, L., & DeSpain, S. (2018). SMART or not? Writing specific, measurable IEP goals. Teaching Exceptional Children, 51(2), 100-110. https://doi.org/10.1177/0040059918802587
Partington, J. W. (2006). The assessment of basic language and learning skills - Revised (ABLLS-R). Behavior Analysts, Inc.
Pieterse, M., & Treloar, R. (1989). Small steps: An early intervention program for children with developmental delays. Macquarie University, Special Education Centre.
Quốc hội (2010). Luật Người khuyết tật. Luật số 51/2010/QH12, ban hành ngày 17/6/2010.
Rakap, S. (2024). Chatting with GPT: Enhancing individualized education program goal development for novice special education teachers. Journal of Special Education Technology, 39(3), 339-348. https://doi.org/10.1177/01626434231211295
Rakap, S., & Balikci, S. (2026). Enhancing IEP goal development for preschoolers with autism: A preliminary study on ChatGPT integration. Journal of Autism and Developmental Disorders, 56(4), 1682-1687. https://doi.org/10.1007/s10803-024-06343-0
Rakap, S., Yucesoy-Ozkan, S., & Kalkan, S. (2019). How complete are individualized education programmes developed for students with disabilities served in inclusive classroom settings? European Journal of Special Needs Education, 34(5), 663-677. https://doi.org/10.1080/08856257.2019.1580840
Richey, R. C., & Klein, J. D. (2007). Design and development research: Methods, strategies, and issues. Routledge.
Sundberg, M. L. (2008). VB-MAPP: Verbal Behavior Milestones Assessment and Placement Program. AVB Press.
U.S. Department of Education, Office of Educational Technology (2023). Artificial intelligence and the future of teaching and learning: Insights and recommendations. U.S. Department of Education. https://www.ed.gov/sites/ed/files/documents/ai-report/ai-report.pdf
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Waterfield, D. A., Coleman, O. F., Welker, N. P., Kennedy, M. J., McDonald, S. D., & Cook, B. G. (2026). IEPs in the age of AI: Examining IEP goals written with and without ChatGPT. Journal of Special Education Technology, 41(1), 57-71. https://doi.org/10.1177/01626434251324592
Waterfield, D. A., Watson, L., & Day, J. (2024). Applying artificial intelligence in special education: Exploring availability and functionality of AI platforms for special educators. Journal of Special Education Technology, 39(3), 448-454. https://doi.org/10.1177/01626434241257237
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Bản quyền (c) 2026 Tạp chí Giáo dục
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
