High School Physics Teaching Design to Implement IEP Individual Education Plan-take”Curve motion” as An Example

Abstract

The All Children with Disabilities Education Act, established by the United States Congress in 1975, was the first federal law in the history of the United States primarily directed at the education of children with disabilities. This is a major statute in the history of disability education in the United States, and its passage has fundamentally transformed the face of disability education in the United States. Since then, Congress has reauthorized and changed the legislation five times in response to the legislation's implementation and practical demands, with the goal of ensuring that all impaired children have the right to free and adequate public education. Individual education plans developed in collaboration with impaired children from birth to early adulthood, at each stage of development, to address the requirements of children with disabilities, are one of the most successful approaches to improve the quality of special education. It gives some valuable experience for China, which is in the midst of a critical moment of educational reform and growth. Based on the foregoing, and taking into consideration all children, including those with special educational requirements, This paper will design a teaching design for a section on curvilinear motion in high school physics in the Chinese Humanities version, using students with visual disabilities as examples, to investigate effective ways of using the core ideas of the IEP in the teaching and learning process of physics in general high school.