《中国康复理论与实践》

《中国康复理论与实践》 ›› 2024, Vol. 30 ›› Issue (11): 1254-1261.doi: 10.3969/j.issn.1006-9771.2024.11.003

• 专题 康复教育 • 上一篇    下一篇

辅助技术在教育中的应用：政策架构与发展研究

杨剑1,2(), 杨亚茹1,2   

  1. 1.华东师范大学体育与健康学院，上海市 200241
    2.世界卫生组织国际分类家族中国合作中心，北京市 100068
  • 收稿日期:2024-10-10 出版日期:2024-11-25 发布日期:2024-12-05
  • 通讯作者: 杨剑，E-mail： yangjianxz@sina.com
  • 作者简介:杨剑(1970-)，男，汉族，江苏徐州市人，博士，教授，世界卫生组织国际分类家族合作中心专家委员，中国心理学会康复心理学专委会副主任委员，中国残疾人康复协会残疾分类研究专业委员会副主任委员，主要研究方向：儿童青少年体育与健康、儿童青少年健康、ICF、康复科学、健康心理学、锻炼心理学、康复心理学、残疾研究。
  • 基金资助:
    中国残联课题残疾人辅助器具专项(2023CDPFAT-29);上海高校"立德树人"人文社会科学重点研究基地子项目(1100-41222-16057);青少年体育教育研究上海市社会科学创新研究基地子项目(11001-412321-17006)

Assistive technology in education: policy framework and development

YANG Jian1,2(), YANG Yaru1,2   

  1. 1. College of Physical Education and Health, East China Normal University, Shanghai 200241, China
    2. WHO-FIC Collaborating Center in China, Beijing 100068, China
  • Received:2024-10-10 Published:2024-11-25 Online:2024-12-05
  • Contact: YANG Jian, E-mail: yangjianxz@sina.com
  • Supported by:
    China Disabled Persons' Federation Research Project on Assistive Technology(2023CDPFAT-29);Shanghai University Key Research Base for Humanities and Social Sciences(1100-41222-16057);Shanghai Social Science Research Base for Youth Physical Education(11001-412321-17006)

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摘要：

目的 探讨国内外有关辅助技术在教育中应用的相关政策架构与核心内容，为实施相关的政策，推动辅助技术在教育中的应用提供政策支持。

方法 辅助技术在教育中的应用是一个交叉领域，涉及融合教育和康复等。辅助技术是康复的一个重要领域。本研究系统分析了教育领域中辅助技术应用的国际和国内政策架构与内容，国际政策以联合国残疾人权利公约为架构，分析联合国教科文组织(UNESCO)、世界卫生组织(WHO)以及联合国儿童基金会等主要国际组织发布的教育和辅助技术应用政策文件。国内政策以残疾人保障法为依据，结合无障碍环境建设法的相关内容，全面分析了有关《残疾人教育条例》以及《“十四五”特殊教育发展提升行动计划》的内容。政策分析架构采用WHO的健康服务体系的6大构成要素，包括服务体系、支持体系、监测系统以及治理架构、筹资、人力资源以及技术模式等。

结果 国际政策以联合国残疾人权利公约为指导，提出辅助技术在教育领域应用的指导原则、技术支持和治理架构，强调辅助技术在提升教育包容性和无障碍中的作用，强调构建辅助技术服务与支持体系、监测机制和协同治理机制的重要性。中国相关政策以残疾人保障法和无障碍环境建设法为依据，《残疾人教育条例》强调有关部门应当采取优惠政策和措施，支持研究、生产残疾人教育教学专用仪器设备、教具、学具、软件及其他辅助用品；《“十四五”特殊教育发展提升行动计划》对辅助技术在教育中的应用提供了详细的行动计划，强调在特殊教育领域，通过建设特殊教育资源教室和数字教育资源平台，提供多层次辅助支持，从而满足残疾学生个性化的学习需求。

结论 辅助技术应用的政策架构对于实现包容性教育至关重要。应完善教育环境下辅助技术应用的政策架构，建立服务体系和支持体系，提升数字化辅助技术的应用水平，促进融合教育的发展，确保所有学生，特别是残疾学生，获得平等的教育机会。

关键词: 辅助技术, 包容教育, 无障碍, 数字赋能

Abstract:

Objective To explore the policy frameworks and core content related to the application of assistive technology (AT) in education, both domestically and internationally, and to provide policy support for the implementation of relevant policies and the promotion of AT application in education.

Methods The application of AT in education was an interdisciplinary field, involving inclusive education, rehabilitation, and other areas. AT was a crucial aspect of rehabilitation. This policy analysis systematically analyzed the international and domestic policy frameworks and content for AT application in education, based on the six building blocks of the health system framework proposed by the World Health Organization, including service delivery system, support system, monitoring system, governance structure, financing, human resources, and technology model. For international policies, the United Nations Convention on the Rights of Persons with Disabilities (CRPD) served as the framework, and policy documents issued by major international organizations such as UNESCO, WHO and UNICEF were analyzed. For domestic policies, the Law on the Protection of Persons with Disabilities served as the basis. In conjunction with the relevant content of the Law on Barrier-Free Environment Construction, a comprehensive analysis of the Regulations on the Education of Persons with Disabilities and the 14th Five Year Plan Special Education Development and Improvement Action Plan was conducted.

Results Guided by the CRPD, relevant international policies proposed guiding principles, technical support and governance structures for AT application in education. They emphasized the role of AT in enhancing educational inclusivity and accessibility, stressing the importance of establishing AT service and support systems, monitoring mechanisms, and collaborative governance mechanisms. China's relevant policies, based on the Law on the Protection of Persons with Disabilities and the Law on Barrier-Free Environment Construction, emphasized in the Regulations on the Education of Persons with Disabilities that relevant departments should adopt preferential policies and measures to support the research and production of special instruments, equipment, teaching aids, learning tools, software and other assistive products for the education of persons with disabilities. The 14th Five-Year Plan Special Education Development and Improvement Action Plan provided a detailed action plan for the application of AT in education, emphasizing the provision of multi-level assistive support in the field of special education through the construction of special education resource classrooms and digital education resource platforms, thereby ensuring that the individualized needs of students with disabilities could be effectively met in their learning process.

Conclusion The policy framework for AT application is crucial for achieving inclusive education. It is necessary to improve the policy framework for AT application in the education environment, establish service and support systems, enhance the application level of digital assistive technologies, promote the development of inclusive education, and ensure equal educational opportunities for all students, especially those with disabilities.

Key words: assistive technology, inclusive education, accessibility, digital empowerment

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