《中国康复理论与实践》

《中国康复理论与实践》 ›› 2024, Vol. 30 ›› Issue (2): 141-147.doi: 10.3969/j.issn.1006-9771.2024.02.002

• 专题 儿童功能障碍与康复 • 上一篇    下一篇

基于ICF构建特殊儿童融合教育导向多元安置服务：政策和理论架构与方法体系

张青1,2(), 武爱红1,2, 武砀1,2, 石彩秀1,2   

  1. 1.邯郸学院特殊教育学院教育康复学系，河北邯郸市056005
    2.河北省特殊教育协同创新中心，河北邯郸市056005
  • 收稿日期:2024-01-15 出版日期:2024-02-25 发布日期:2024-03-01
  • 通讯作者: 张青 E-mail:zhangqing555@126.com
  • 作者简介:张青(1975-)，女，汉族，河北邯郸市人，博士，副教授，主要研究方向：特殊儿童早期干预、听觉言语语言康复、教育与康复融合、ICF。
  • 基金资助:
    河北省高等学校人文社会科学研究项目(GH202034)

Building an inclusive education-oriented, ICF-based and multi-faceted education placement service for children with special needs: policy, theoretical framework and methodology

ZHANG Qing1,2(), WU Aihong1,2, WU Dang1,2, SHI Caixiu1,2   

  1. 1. Department of Education Rehabilitation, Special Education School, Handan University, Handan, Hebei 056005, China
    2. Hebei Special Education Collaborative Innovation Center, Handan, Hebei 056005, China
  • Received:2024-01-15 Published:2024-02-25 Online:2024-03-01
  • Contact: ZHANG Qing E-mail:zhangqing555@126.com
  • Supported by:
    Humanities and Social Science Research Project of Hebei Education Department(GH202034)

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摘要：

目的 探讨基于ICF构建特殊儿童教育安置的多元教育安置服务体系和方法。
方法 采用ICF的理论和方法、公共政策研究方法以及教育政策研究方法，分析特殊儿童教育安置的政策架构、理论与构建融合教育导向的多元安置体系的方法与内容。
结果 在教育政策上，联合国《残疾人权利公约》和联合国教科文组织《确保教育包容性和公平性指南》都强调教育的权利，鼓励提供个别化教育支持服务和合理便利，以确保残疾学生能够有效参与教育。中国、欧盟和美国颁布了相关的法律和政策，鼓励融合教育的发展实施，将特殊儿童纳入普通教育系统，为他们提供与其他儿童相同的教育机会。发展特殊教育，教育安置针对那些需要额外支持和资源的特殊儿童，确保他们获得针对性的教育服务。政策强调要评估特殊儿童的具体需求，并根据这些需求提供个别化教育计划。
结论 根据相关国际政策和有关国家的情况，基于ICF构建了特殊儿童教育安置服务的多元安置体系的内容与方法。

关键词: 国际功能、残疾和健康分类, 融合教育, 特殊儿童, 多元安置

Abstract:

Objective To explore the policy framework, theoretical system and principles of educational placement for children with special needs based on the International Classification of Functioning, Disability and Health (ICF) for the multi-faceted educational placement services and methods for these children.
Methods Based on ICF theory and methods, public policy research techniques, and educational policy analysis, this study systematically investigated the policy architecture and theoretical underpinnings for the educational placement of children with special needs, focusing on an inclusive education-oriented system of multiple placements.
Results The study analyzed educational policies, emphasizing the rights to education under the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and UNESCO's guidelines on ensuring inclusivity and equity in education which encourage the provision of individualized educational support services and reasonable accommodations to enable the effective participation of students with disablities in education. China, the European Union (EU) and the United States (US) have enacted laws and policies promoting inclusive education, integrating children with disablities into the general education system, and providing them with the same educational opportunities as other children. The development of special education focuses on tailored educational services for those children who need additional support and resources. Policies underscore the need to evaluate the specific needs of children with disablities and provide individualized educational plan based on these needs.
Conclusion Based on core content from the CRPD, UNESCO's guidelines, and relevant policies from China, the EU, and the US regarding the education and educational placement services for children with special needs, the theoretical framework and principles of educational placement for children with special needs based on ICF are discussed, proposing contents and methods for constructing a multi-faceted educational placement service system for children with special needs.

Key words: International Classification of Functioning, Disability and Health, inclusive education, children with special needs, multi-faceted placement

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