[1] Thompson J R, Bradley V, Buntinx W H E, et al. Conceptualizing supports and the support needs of people with intellectual disabilities[J]. Intellect Dev Disabil, 2009, 47: 135-146. [2] Schalock R L, Borthwick-Duffy S A, Bradley V J, et al. Intellectual Disability: Definition, Classification, and Systems of Supports[M]. Washington D.C.: American Association on Intellectual and Developmental Disabilities, 2010. [3] Buntinx W H E, Schalock R L. Models of disability, quality of life, and individualized supports: implications for professional practice in intellectual disability[J]. J Policy Pract Intellect Disabil, 2010, 7(4): 283-294. [4] World Health Organization.International Classification of Diseases 11th Revision [EB/OL]. [2018-08-17].https://icd.who.int/browse11. [5] 世界卫生组织. 国际功能、残疾和健康分类(国际中文增补版)[M]. 邱卓英,译. 日内瓦:世界卫生组织, 2015. [6] 邱卓英,李欣,刘冯铂,等. 基于ICF的智力残疾模式、测量方法及社会支持系统研究[J]. 中国康复理论与实践, 2016, 22(4): 373-377. [7] American Association on Intellectual and Developmental Disabilities. Definition of intellectual disability [EB/OL]. [2018-08-17]. http://aaidd.org/intellectual-disability/definition. [8] 冬雪. 美国智力障碍定义的演变及其启示[J]. 中国特殊教育, 2011(5): 34-39. [9] Tasse M J, Luckasson R, Nygren M.AAIDD proposed recommendations for ICD-11 and the condition previously known as mental retardation[J]. Intellect Dev Disabil, 2013, 51(2): 127-131. [10] 卓大宏. 中国康复医学[M]. 2版. 北京:华夏出版社, 2003. [11] 李毓秋,邱卓英. 适应性行为评定量表第二版中文版(儿童用)的修订[J]. 中国康复理论与实践, 2016, 22(4): 378-382. [12] Vale M D C, Pereira-Da-Silva L, Pimentel M J, et al. Classifying functioning of children and adolescents with intellectual disability: the utility of the International Classification of Functioning, Disability and Health for Children and Youth[J]. J Policy Pract Intellect Disabil, 2016, 8: 1-9. [13] Thompson J R, Hughes C, Schalock R L, et al.Integrating supports in assessment and planning[J]. Ment Retard, 2002, 40(5): 390-405. [14] Fortune J, Agosta J, Auerbach K, et al.Developing Reimbursement Levels Using the Supports Intensity Scale (SIS) in Louisiana [R]. Portland, OR: Human Services Research Institute, 2009. [15] Mafuba K.Children with intellectual disabilities and/or complex needs[J]. J Child Health Care, 2015, 7: 1-5. [16] Thompson J R, Bryant B R, Campbell E M, et al.Supports Intensity Scale. Users Manual[M]. Washington D.C.: American Association on Mental Retardation, 2004. [17] 邱卓英,黎东晓,李欣,等. 当代智力残疾测量与统计方法和社会支持与服务体系研究[J]. 中国康复理论与实践, 2016, 22(4): 383-388. [18] 许家成. “智力障碍”定义的新演化——以“功能”、“支持”与“生活质量”为导向的新趋势[J]. 中国特殊教育, 2003(4): 19-23. [19] 特雷弗·帕门特,李敬. 智力与发展性障碍领域的研究进展概述[J]. 残疾人研究, 2017(2): 3-6. [20] Granberg T.Social Skill Acquisition for Students with Disabilities in Inclusive Early Childhood Classrooms [D]. Long Beach: California State University, 2010. [21] 邓猛,颜廷睿. 西方特殊教育研究进展述评[J]. 教育研究, 2016(1): 77-84. [22] 傅王倩,王勉,肖非. 美国融合教育中个别化教育计划的发展演变、实践模式与经验启示[J]. 外国教育研究, 2018, 45(6): 102-115. [23] Sanches-Ferreiraa M, Lopes-dos-Santos P, Alves S, et al. How individualised are the Individualised Education Programmes (IEPs): an analysis of the contents and quality of the IEPs goals[J]. Eur J Spec Needs Educ, 2013, 28(4): 507-520. [24] Cordier R, Milbourn B, Martin R, et al.A systematic review evaluating the psychometric properties of measures of social inclusion[J]. PLoS One, 2017, 12(6): 1-37. [25] 王萍,江琴娣. 美国个别化家庭服务计划及对我国的启示[J]. 中国特殊教育, 2012(5): 8-11. |