保障残疾儿童受教育权利，不仅表现在为他们提供入学的机会，更需落实在提升特殊教育的课程质量。在世界范围内课程改革走向综合化的趋势下，围绕各校的生源特点和教育需求，以生活化为特色的综合课程改革在广大培智学校如火如荼地开展。面对仅有《培智学校课程设置实验方案》等纲领性文件做指导的情况，培智学校如何具体地进行综合课程开发，开发什么样的综合课程，值得进行深入的探究。　　　结合该领域的研究现状与课程开发的过程性特点，本研究选取了一所正在进行综合课程开发的培智学校为个案，采用质的研究方法进行了为期一学期的实地研究，通过访谈、观察、文本分析等方法进行资料的收集与分析。　　　围绕“培智学校是怎样开发综合课程的？”“课程开发者对培智学校综合课程及其开发有怎样的认识和困惑？”“培智学校综合课程开发的本质特征是什么？”这三个问题，研究者以个案学校综合课程开发这一具体事件为核心，以综合课程开发的原因、过程、具体措施、成果与问题为序，通过描述课程开发参与者的所做和所想，如实地呈现出个案学校综合课程开发的全貌。然后，依托个案学校综合课程开发的现实，从建构主义的理论视角，探讨培智学校综合课程开发及培智学校综合课程的内在特征，建构了以“有意义的生活”为核心的培智学校综合课程开发的理论模式。在此基础上，针对如何促进我国培智学校的综合课程开发提出了相应的建议。　　　本研究的结论如下：　　　根据建构主义的课程观，培智学校的综合课程开发是一个以“有意义的生活”为核心的课程建构过程。“有意义的生活”是培智学校综合课程开发的最终价值追求。　　　围绕“有意义的生活”，培智学校的综合课程开发体现了“以校为本的变革”、“自下而上的建构”、“价值共享的合作”、“坚持不懈的探索”四个典型特点。　　　培智学校所开发出来的综合课程具有“真实的经验”、“生动的情境”、“专业化合作”、“开放式探究”四个特征。　　　培智学校综合课程开发并不是一项孤立的活动，它受政府、学校、家庭、社会等外部环境因素的影响。这四者共同构成培智学校综合课程开发的外部支持体系。　　　在建构主义视角下，以“有意义的生活”为核心，培智学校综合课程开发的外部支持体系、培智学校综合课程开发的特点和培智学校综合课程的特征这三者共同作用，建构起培智学校综合课程开发的理论模式。　　　基于上述研究结论，本研究的建议是：培智学校综合课程开发应坚持以学生为中心，与个别化教育相结合；应体现校本特色，坚持“量体裁衣”；应重视平等参与，实行民主决策；应坚持教学和科研相结合的课程开发形式。培智学校的综合课程开发应积极寻求政府的支持、学校的主导、家庭的协作和社会的接纳。

To protect the educational rights of children with disabilities, it’s equal important for us to provide them with opportunities attending school and to advance the curriculum quality of special schools. With the global integrated curriculum revolution trends and the special needs of children with mental retardation, life courses are developing fast in schools for mentally retarded. However, there is only a programmatic document named Experimental curriculum design of schools for mentally retarded which can give school personnel an abstract instruction to develop the curriculum, so it needs more research on the characteristics of integrated curriculum and how to develop integrated curriculum practically.　　　Considering the existing research and the procedural characteristic of curriculum development, this research is based on a qualitative research design and selected a special school which is developing an integrated curriculum as a case, collecting information and materials through interview, observing and text analysis.　　　Three questions in my research are “how can we develop an integrated curriculum?”, “how do the curriculum developing teachers understand the integrated curriculum and what are the difficulties of them?” and “what are the Essential characteristics of integrated curriculum development in schools for mentally retarded”. By answering these questions and describing the thought and the actions of the curriculum development teachers, this case study brings a complete-view of the development of integrated curriculum in the school of mentally retarded. And based on the facts of the process of integrated curriculum development and the constructivism theory, this study explored the inner characteristic of integrated curriculum and constructed a theory centered on “meaningful life”. In the end, proposals on how to improve the integrated curriculum development in schools for mentally retarded in China were presented.　　　The conclusions are: from the constructivism curriculum, the development of integrated curriculum in schools for mentally retarded is a curriculum construction process. Its core and ultimate value pursuit is meaning life.　　　Around the meaning life, the development of integrated curriculum in schools for mentally retarded is a school-oriented revolution, a bottom-up construction, a value-shared cooperation and an unremitting exploring. 　　　The curriculum constructed according to this theory can involve the real experience, the lively situations, the professional cooperation and the opening exploration. 　　　While this integrated curriculum development of schools for mentally retarded needs the support from government, school, family and society.　　　Under the perspective of constructivism and the inner core of “meaningful life”, integrated curriculum development in schools for mentally retarded theory model is constructed by extra support system and characteristics of curriculum development in schools for mentally retarded and traits of integrated curriculum development in schools for mentally retarded.Based on the research conclusion, my advises are: integrated curriculum development in schools of mentally retarded should insist in centering on students and practicing courses with IEP, should show the particular of the school, considering problems from the reality of the school, should attach great importance to equal participation and democratic decision-making, should combine the teaching and researching. In addition, integrated curriculum development should search for government supports, school leading, family cooperation and acceptance of society.