融合教育必须通过教室中的课程与教学活动得以顺利进行。对特殊学生实施个别化教学调整是提升融合教育和融合教育教学质量的重要途径。本研究以融合教育教师对特殊学生的个别化教学调整作为切入点，从不同视角，遵循从大到小，从理论到实践，螺旋上升逐步深入的逻辑进行。

本研究首先从宏观层面了解我国融合教育教师实施个别化教学调整的整体特征和影响因素，然后在中观层面的融合教育教学场域中对其特征进行解读，在此基础上深入到更为微观的班级和课堂中实施对特殊学生个别化教学调整的干预。相应地，研究者采用混合研究方法，逐步聚焦，层层递进。先通过自编问卷进行调查，之后进入学校进行访谈、观察、实物收集，并在学校中选择教师作为个案实施干预。本研究以融合教育理论、场域-惯习理论和个别化教学理论为理论基础共同搭建理论分析框架。融合教育理论是基石，然后通过场域-惯习理论将个别化教学调整实践纳入到融合教育教学场域中进行解读。个别化教学理论指导研究者开展个别化教学调整实践。本研究得出以下结论：

第一，自编的《融合教育教师对特殊学生实施个别化教学调整的调查问卷》各项拟合指标和信效度指标都符合研究要求，可以作为今后判断我国融合教育教师对特殊学生个别化教学调整实施水平的测量工具。问卷包括六个维度分别是调整教学目标、调整教学内容、调整教学实施、调整教学评价、教授学习策略、教授行为策略。教师对特殊学生实施的个别化教学调整呈现如下的特点：（1）总体来看，我国融合教育教师对特殊学生个别化教学调整处于较低水平。（2）六个维度中，教师偏好采用教授学生学习策略和调整教学评价的方式，调整教学组织实施维度的水平最低。（3）教龄不同、参与培训时长不同的教师在实施个别化教学调整水平上表现出显著差异。对教师个别化教学调整呈显著性影响的因素包括学校所在区域和班级规模，结果显示农村的融合教育教师高于县镇和城区的教师，班级人数25人以下的融合教育教师实施个别化教学调整的水平最高。

第二，通过质性研究发现，融合教育教师对特殊学生的个别化教学调整没有形成完整体系。研究者从调整中心、调整流程、调整范围、调整情境、调整内容、调整策略六个方面展开分析。之后进一步聚焦课堂，采用修订版的弗兰德斯互动分析系统对融合教育课堂师生言语行为进行分析，结果表明教师对特殊学生的个别化教学调整不足，导致学生课堂参与水平低，同伴关系不良。最后勾勒出我国融合教育教师实施个别化教学调整体系不完整，统一性过强，个别化不足等特点。

研究者在本土化环境中对融合教育教师的个别化教学调整实践进行解读。依据布迪厄提出的场域分析步骤，分析该场域与行政权力、课程权力的关系，发现融合教育教学场域是一个以融合教育为形，以普通教育为核的新旧交替的场域。知识和成绩依旧是强势的文化资本代表，但在现实和趋势的推动下，融合教育教学知识和技能这一新的文化资本应运而生，但并未在场域中得到足够重视。在权力和资本的共同作用下，特殊学生处在整个融合教育教学场域的最底层。融合教育教师在场域中形成集体惯习，将融合教育教学异化为行政任务，简化为普通教育教学，窄化为个别教学。但在教师能动性作用下惯习也具有个体性，“进场”的新手教师经过反复灌输、亲身体验和经验内化最终被塑形，“转场”经验教师则尝试在新旧交替的场域和惯习缝隙中寻找平衡。场域中，普通教育占据中心，特殊学生处于底层，知识和成绩依旧强势，集体惯习将融合教学异化、简化、窄化，最终共同作用形成了我国融合教育教师对特殊学生个别化教学调整的处于较低水平，但仍在艰难成长与探索之中。

第三，基于对个别化教学调整特征的认识和解读，研究者选择两名融合教育教师开展个别化教学调整干预研究。干预采用单组前后测设计，以个别化教学理论为指导，开展自下而上的个别化教学调整，通过教师和学生的变化来验证实施效果。干预从特殊学生的个别化教育需要出发，为其制定个别化教育计划。在此基础上通过回答“是否不适？哪里不适？不适程度”三个问题，制定个别化教学调整计划。融合教育教师是实施核心，集体教学是基本形式，辅以资源教师抽离式个别辅导、同伴的小组合作和家长的一对一指导。通过学生的主动参与和教师的反思推动个别化教学调整形成循环。干预后教师对特殊学生的态度从排斥到接纳，情感从忽视到喜爱，个别化教学调整从拒绝到主动，教师经历从茫然到豁然的成长。特殊学生的课堂参与水平方面，特殊学生与教师的互动比例、课堂参与言语行为比例以及有助于教学沉寂比例三个方面均有显著增加。特殊学生的同伴关系方面，三名特殊学生的同伴接纳类型并没有变化，同伴网络角色有两名特殊学生干预前后一直是孤立者，另一名特殊学生则从孤立者转变为联络者；两名特殊学生的同伴网络中心度和密度提高，另一名特殊学生在干预前后没有发生变化。

最后，本研究结合理论分析框架进行了深入思考，提出了为教师提供融合教育教学知识和技能的培训、学校建设资源教室并配备资源教师或巡回指导教师、学校牵头构建教学调整实施团队并形成完整实施体系、构建融合的班级环境并为特殊学生安排同伴、发挥家长作用并将其纳入个别化教学调整体系等建议。

The inclusive education must be carried out through the curriculum and instruction in the classroom to transform it from an ideal into a reality. Adopting individualized instructional adaptations for student with special educational needs is an important way to improve the quality of inclusive education and its instruction. This study takes the inclusive education teachers (IETs)'individualized instructional adaptations (IIAs) for student with special educational needs (SSENs) as an entry point, conducting the research by following the logic from large to small, from theory to practice, and spiral gradually in-depth research from different perspectives.

First of all, understanding the overall features and influencing factors of IIAs implemented by domestic IETs at the macro level, subsequently, conducting situational interpretation of its characteristics from the middle level to the field of inclusive education and instruction, on this basis, the intervention of IIAs for SSENs is carried out in more microscopic classes and classrooms. Accordingly, this study adopts mixed methods to go further and further, and to focus on the study of inclusive education. The questionnaire was first compiled by the author for large-scale investigation, to help researchers to select schools for inclusive education, after that, entered the school for interviews, observation, material collection. Finally, 2 teachers were selected in the school as individual cases to conduct intervention research. This study sets up a theoretical analysis framework based on the theory of inclusive education, field-habitus theory and individualized instruction theory. The theory of inclusive education is the cornerstone, the field-habitus theory helps researchers to bring IIAs practice into the field of inclusive education, through the inclusive education and instruction habitual links, to achieve situational interpretation, the individualized instruction theory guides the researcher to carry out IIAs practice. The three theories have different levels, but each has its own emphasis. The conclusions of this study are as follows:

 Firstly, each fitting index, reliability and validity index of self-compiled “Questionnaire for Teachers of inclusive education to Implement IIAs for SSENs” meets the research requirements, which can be used as the measuring tool for conducting level judging on the IIAs for SSENs implemented by domestic IETs. The questionnaire includes 6 dimensions of adjusting instruction objectives, adjusting instruction content, adjusting instruction implementation, adjusting instruction evaluation, professor learning strategy, professor behavioral strategy respectively. The features of IIAs implemented by IETs are as follows: (i) in general, the IIAs implemented by IETs for SSENs is at a low level. (ii) in the 6 dimensions, teachers prefer to adopt the methods of professor learning strategy and adjust instruction evaluation, and the implementation level of adjusting instruction organization and implementation dimension is the lowest. (iii) teachers with different instruction age and training duration showed significant differences in the level of IIAs. The influencing factors of teachers' implementation level of IIAs for SSENs were investigated from two aspects of school location and class size, the results showed that the IETs in rural areas and the IETs with a class size of less than 25 students have the highest implementation level.

Secondly, further to the specific situations, the first impression of the IIAs practice implemented by IETs for SSENs is an immature system, elaborated from five aspects of the adjustment center, the adjustment process, the adjustment scope, the adjustment situation, the adjustment content, the adjustment strategy. The focused adjustment strategies in the questionnaire study are also included, and deeply analyzed. Adopting a revised version of the Flanders Interactive Analysis System to analyze the speech act of teachers and students in the inclusive education classroom, to further focus on classroom verification, indicated that teachers lack of IIAs for SSENs, and students become the outsiders and chasers in the classroom. Combination of the two further outlines the features that the IIAs system of IETs in domestic is incomplete and there are many deficiencies; internal stratification; strong uniformity, and insufficient individualization.

In order to conduct situational interpretation on the teacher's IIAs practice in the localization environment, this study brings it into a new field, that is, the field of inclusive education and instruction. According to the Bourdieu's field analysis procedure, by analyzing the relationship between this field and administrative power and curriculum power, it is found that this field is an old field with inclusive education as the form and general education as the core. Knowledge and achievements in the field are still the representatives of old powerful cultural capital forces. Under the impetus of reality and trend, the new force of cultural capital, integrating education and instruction knowledge and skills, emerges at the historic moment, but it has not been paid attention to and its strength is weak. Finally, under the combined action of power and capital, SSENs fall to the bottom of the whole inclusive education and instruction field. Therefore, the collective habit of teachers is formed, which is to disintegrate inclusive education instruction into administrative task, simplify it into general education instruction, and narrow it into individual instruction. However, habitus also has individuality under the role of teachers' initiative and innovation, the "approaching" teachers are shaped through preaching, first-hand experience, and experience internalization. The "transition" teachers try to find a balance between the old and new fields and habitus. In this field, general education is at the center, SSENs are at the bottom, and knowledge and achievement are still strong, and collective habitus alienates, simplifies and narrows the inclusive education, and finally forms a low level of domestic inclusive education teachers' individualized instructional adaptations (IIAs) for student with special educational needs (SSENs)

Thirdly, based on the understanding of IIAs and interpretation of the field in which it is located, 2 teachers of inclusive education were selected and to carry out the intervention study of IIAs. The intervention was designed with a single group of pre- and post-test, under the guidance of individualized instruction theory, IIAs is carried out from bottom to top and born in class, through the change of teachers and students to verify the implementation effect. The intervention started from the individual education needs of SSENs and made the individual education plan for them. The inclusive education teachers serve as the implementation core, mass instruction as the basic form, supplemented by resource teachers' separate tutoring, peer group cooperation and one-to-one parental guidance. The initiative participation of students and reflection of teachers promote the formation of a cycle of IIAs. After the intervention, teachers gained growth from aspects of attitude, emotion and behavior. For SSENs, the proportion of teacher-student interaction and classroom participation in speech act increased significantly, no change in peer acceptance types, 3 students changed in different ways in peer network relationship.

At last, this study conducted in-depth theoretical thinking, constructed the model of inclusive education teachers (IETs)'individualized instructional adaptations (IIAs) for student with special educational needs (SSENs). Meanwhile, the suggestions for teachers to improve the quality of IIAs are put forward.