基于ICF构建特殊需求学生适宜发展评价指标体系

doi:10.3969/j.issn.1006-9771.2025.06.002

摘要/Abstract

摘要：

目的基于《国际功能、残疾和健康分类》(ICF)构建特殊需求学生适宜发展评价的指标体系。

方法系统梳理联合国教科文组织《教育2030行动框架》、欧盟《残疾人权利战略(2021-2030)》、中国教育部《“十四五”特殊教育发展提升行动计划》和《特殊教育办学质量评价指南》，提取其中关于特殊需求学生发展的核心理念和评价要求。以ICF理论为基础架构，构建特殊需求学生适宜发展评价指标体系。

结果特殊需求学生的适宜发展评价指标体系由功能与健康、社会适应、活动和参与、学习与发展、思想道德与价值观以及环境支持6个领域、18个维度构成。该评价指标体系符合ICF全人发展的理念与整体功能评价的要求，具有完备性和可扩展性，可以根据特殊需求学生的适宜发展要求扩展相关的具体评价指标。

结论基于ICF的特殊需求学生适宜发展的整体评价指标体系契合国际和国家相关政策和行业发展要求，为学生适宜发展评价提供了国际政策和循证证据，也为进行学生适宜发展评价研究提供了方法和工具。

关键词: 特殊需求学生, 适宜发展, 国际功能、残疾和健康分类, 学习和发展

Abstract:

Objective To develop an adaptive development evaluation indicator system for students with special needs based on the International Classification of Functioning, Disability and Health (ICF).

Methods After systematically reviewing United Nations Educational, Scientific and Cultural Organization's Education 2030 Framework for Action, the European Union's Disability Rights Strategy (2021-2030), China's Ministry of Education 14th Five-Year Plan for Special Education Development and Improvement, and Guidelines for Quality Evaluation of Special Education Institutions, core concepts and requirements for the development of students with special needs were extracted. Based on ICF framework, an evaluation indicator system for adaptive development of students with special needs was developed.

Results The evaluation framework for adaptive development of students with special needs comprised six domains (function and health, social adaptation, activity and participation, learning and development, moral and values, and environmental support), with 18 dimensions. This system aligned with ICF's holistic human development philosophy and whole-person functional evaluation principles. It was comprehensive and scalable, and adaptable to specific evaluation indicators based on the needs of students with special needs.

Conclusion The ICF-based holistic evaluation indicator system for adaptive development of students with special needs aligns with international and national policies and industry trends. It provides evidence-based frameworks for evaluating student development, as well as methodological tools for research in this field.

Key words: students with special needs, developmentally appropriate practice, International Classification of Functioning, Disability and Health, learning and development

中图分类号:

R494

李莎. 基于ICF构建特殊需求学生适宜发展评价指标体系[J]. 《中国康复理论与实践》, 2025, 31(6): 628-634.

LI Sha. Adaptive development evaluation indicator system for students with special needs based on ICF[J]. Chinese Journal of Rehabilitation Theory and Practice, 2025, 31(6): 628-634.

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政策/指南名称	发布机构	发布时间	主要内容	对特殊需求学生评价的指导意义
教育2030行动框架	UNESCO	2016	强调教育包容性与公平性，确保所有学习者获得高质量教育，提出“学习成果-合理调整-通用设计”三位一体理念，关注弱势群体全面发展	建议评价整合学习成果、合理调整措施和通用设计原则，超越学业成绩，涵盖参与度与成长过程
关于终身学习关键能力的建议	欧盟	2022	提出8项关键能力(语言、数学与科技、数字、个人与社会、公民、创业、文化意识、学习能力)，支持多样化学习者全面成长	要求评价关注八项关键能力的全面发展，动态跟踪学业成就、功能发展、社会参与和个人福祉，支持个性化目标
残疾人权利战略(2021-2030)	欧盟	2021	对照ICF，建立可持续评估体系，提出4个维度评价：学业成就、功能发展、社会参与、个人福祉，促进残疾人教育与社会权利	提出评价覆盖学业、功能、参与、福祉4维度，强调动态、多维评估，确保教育支持与生活质量一致
“十四五”特殊教育发展提升行动计划	中国教育部	2021	推进融合教育，优化资源配置，提出多维评价体系：学术能力、社会交往、情感调节、生活技能、自主性，关注个性化发展	关注多维度发展，确保教育支持潜能开发与社会融入目标匹配，强调个性化与发展性评价
特殊教育办学质量评价指南	中国教育部	2018	构建3级指标体系：学业发展、身心健康、社会适应，强调功能康复和个别化进步	全面衡量学业、身心健康、社会适应，突出功能康复、家庭支持和动态评估，反映个性化成长

评价领域	指标维度	指标内容	主要政策与工具依据
A.功能与健康	A1.功能和残疾 A2.综合健康与生活质量 A3.健康管理与素养	身心健康功能状态与残疾健康素养	世界视力报告世界听力报告世界残疾报告 ICF 特殊教育办学质量评价指南
B.社会适应	B1.情绪与行为调控 B2.人际交往 B3.生涯转衔与职业素养	社会适应能力情绪行为人际交往职业准备	特殊教育提升计划《残疾人权利公约》第24条
C.活动和参与	C1.自理 C2.自我决定 C3.社会参与	生活自理自我决定社会参与	ICF 《残疾人权利公约》第19条
D.学习与发展	D1.学科核心素养 D2.知识与技能 D3.探究与创新	知识技能水平学习与发展能力	特殊教育办学质量评价指南 “十四五”特殊教育发展提升行动计划
E.思想道德与价值观	E1.核心价值与社会责任 E2.安全行为 E3.可持续发展意识与网络素养与安全	思想道德素质等	中小学文明礼仪教育指导纲要^[23] 新时代爱国主义教育实施纲要^[24] 完善中华优秀传统文化教育指导纲要^[25] 中小学环境教育实施指南^[26] 未成年人网络保护条例^[27]
F.环境支持	F1.无障碍与辅助技术 F2.UDL F3.家庭、学校、社区和医教康协同	无障碍环境辅助技术 UDL 社会环境	ICF CAST UDL 3.0 《残疾人权利公约》第9条