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摘要: 本文介绍了以课程为基础的评估,并提供了具体的实施步骤。由于它可以测量出特殊儿童在学业.上的短期变化,具有一定的敏感性,而且可以结合课程的具体内容绘制出学生的进展图,所以可以在教学中应用此方法来诊断特殊儿童在学业上存在的问题。另外可在随班就读工作中采用以课程为基础的评估来评价学生的进展情况以及方案的有效性,推动中国全纳教育的深入开展。1) ① J. C. Witt etal. (1998) Assessment of At - Risk andSpecial Needs Children. MA: the McGraw- -Hill Companies, Inc.p.121。2) ② D. P. Hallahan & J M. Kuffiman (1991) Excep-tional Children——lntroduction to Special Education. New Jer-sey: Prentice Hall. p.314——315。3) ③ D. P. Hallahan & J M. Kuffiman (1991) Excep-tional Children——lntroduction to Special Education. New Jer-sey: Prentice Hall. p.316。4) ④ R. K. Harmbleton, & J. N. Zal. (1991) Advancesin Educational and Psychological Testing: Theary and Applica.tion. Massachusetts: Kluwer AcademicPublishers. pp.3-4。5) ⑤ L. J. Melzer. (1993) Strategy Asesment and Instuc-tion for Students with leaming Disabilities. Texas: PRO-ED, Inc. p.93。6) ⑥ R. L. Taylor. (1997) Asesment of Exceptional Stu-dents——Educational and Psychological Procedures. MA: Allyn & Bacon A Viacom company. pp.133- 135。7) ⑦ J. C. Witt etal. (1998) Assessment of At - Risk andSpecial Needs Children. MA: the McGraw- -Hill Companies, Inc.p.133。