教育情境下辅助技术应用：政策架构与核心领域

doi:10.3969/j.issn.1006-9771.2024.01.016

Abstract

Abstract:

Objective To study domestic and international policies and core areas related to assistive technology services for children with disabilities, to explore the application of assistive technology for children with special needs in the educational context.

Methods Based on the relevant policies and theoretical frameworks of policies on assistive technology services of United Nations, World Health Organization (WHO) and China, the policy frameworks and core areas of assistive technology in the educational context were analyzed using the theories of the six elements of the WHO assistive technology service system and the 5P service model, as well as the international and domestic classifications and directory lists of assistive technologies.

Results International Classification of Functioning, Disability and Health (ICF) gave the definition and classification of assistive technology in educational scenarios. With the Convention on the Rights of Persons with Disabilities (CRPD) as the core and the Assistive Technology for Children with Disabilities (ATD) strategy as the centerpiece of the international policy, the core areas of assistive technology application in educational settings were established with the 5P Model, consisting of five related areas, namely individuals, policies, products, practitioners and service delivery, based on the six elements of the WHO assistive technology service system, namely leadership and governance, financing, human resources for health, service delivery, medical technology and health information system. The ecosystem focused on people, policies, products, practitioners and services that promote access to and use of assistive technology.

Conclusion The policy and core areas for the application of assistive technology in educational contexts are formed on the basis of ICF, with the CRPD at the core, and the strategy of ATD, to define scientifically the definition; and promote assistive technology services for children with disabilities from the perspective of the right to comprehensive, efficient, and child-centered development, to provide usable, accessible, affordable, adaptable, acceptable and quality assistive technology services to ensure that children with disabilities enjoy equal and quality education, and to improve the quality of life and well-being. A human-centered assistive technology ecosystem can be established using 5P Model, to innovate and develop assistive technology services for children with disabilities.

Key words: children with disabilities, assistive technology, educational context, service system

CLC Number:

R494

HAO Chuanping. Assistive technology application in educational contexts: policy framework and core areas[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2024, 30(1): 119-124.

Figures/Tables 2

Table 1

International policy framework of assistive technology in educational contexts"

政策文件名称	颁布时间	教育情境中辅助技术服务领域
ICF(2007年儿童青少年版)	2001	教育的普通产品和技术；教育用的辅助产品和技术；特殊教育服务、体制和政策
残疾人权利公约	2006	提高认识；消除阻碍实现无障碍环境的因素；缔约国应当确保在各级教育实行包容性教育制度和终生学习，获得适合其残疾状况和年龄的辅助手段以实现教育权利
世界残疾报告	2011	认为残疾儿童存在更低的教育成就现象，建议将残疾儿童纳入到主流学校，促进普及初级教育的实现，采取国家无障碍标准以确保在新建建筑、交通、信息以及交流方面达标
2014－2021年全球残疾问题行动计划：增进所有残疾人的健康	2014	残疾人在获得服务方面存在障碍，受教育程度较低，应尊重残疾儿童逐渐发展的能力并尊重残疾儿童保持其身份特性的权利，认为辅助技术在帮助残疾人操作和参与方面起到显著作用，推动增进残疾人的健康、福祉和人权
联合国2030年可持续发展目标三	2015	要求为所有人提供包括辅助技术在内的健康相关服务，中国是重点
残疾儿童辅助技术	2015	认可残疾儿童在与其他儿童平等的基础上充分享有所有人权和基本自由的重要性，倡议各国需要采取更多措施确保真正实施“残疾人权利公约”，尤其是确保普遍获得辅助技术
2030教育行动框架	2016	鉴于残疾人在获取优质教育机会方面遇到的种种艰巨挑战，加之缺少支持有效干预的数据，必须格外重视确保有残疾的儿童、青年和成人获得优质教育和学习的机会，确保包容和公平的优质教育，让全民终身享有学习机会
世界卫生组织重点(优先)辅助器具清单	2016	旨在创建公众意识，支持各国制定国家清单，促进对辅助技术的获得；重点辅助产品清单50个，优先辅助产品清单包括助听器、轮椅、通讯辅助器具、眼镜、假肢、药丸收纳器、记忆辅助器和其他必需品，为残疾人提供健康、富有成效和有尊严的生活
康复2030行动	2017	要强化康复服务，提供辅助技术、支持性服务等系统化服务，这种服务不仅仅是单纯的康复治疗，还包括残疾预防、社会倡导、公共卫生宣传以及社区康复服务等
全球辅助技术合作	2018	在全球范围内改善获得高质量、负担得起的辅助产品的机会。应专注于5个相互关联的领域 (5P)：人、政策、产品、从业人员、服务提供。它们是一个政策框架、一个培训包和一个产品服务交付模型
改善获得辅助技术的机会	2018	强调需要采取全面、可持续和多部门的方法来改善获得辅助技术的机会，以在国家和国家以下各级满足国家和国际法规制定的安全和质量标准
健康服务体系中的康复	2019	应实施筹资和采购政策确保每位有需求的人都能获得辅助产品，应向接受辅助产品的使用者提供适当的培训
政策简报：获得辅助技术	2020	在全民健康覆盖范围内，特别是在初级卫生保健层面，提供辅助技术服务，可以改善健康状况、防止继发性健康问题、减少与照护者和长期护理有关的成本，从而降低卫生系统的成本，提出辅助技术5个相互关联的领域：人、政策、产品、从业人员、服务提供

Table 1

Table 2

China policy framework of assistive technology in educational contexts"

政策文件名称	颁布时间	教育情境中辅助技术服务领域
中华人民共和国残疾人保障法	2008	关注残疾学生的身心特点；根据残疾学生残疾类别和接受能力采取适宜的教育方法；特殊教育方法应有适宜的弹性
特殊教育提升计划(2014—2016年)	2014	配备必要的教育教学仪器设备；配备必要的康复训练仪器设备
普通学校特殊教育资源教室建设指南	2016	配备基本的教育教学和康复训练设施设备；选配适合残疾学生残疾类别和特殊需求的设施设备
残疾人教育条例(修订)	2017	按照国家有关规定配备必要的残疾人教育教学、康复评估和康复训练等仪器设备；依据国务院有关行政主管部门的指导性标准，制定本行政区域内特殊教育学校的建设标准、经费开支标准、教学仪器设备配备标准等
第二期特殊教育提升计划	2017	加强无障碍设施建设；建立完善残疾学生特殊学习用品、教育训练等政策
残疾人基本辅助器具指导目录	2020	为促进残疾人辅助器具保障制度建设，推动残疾人辅助器具行业发展和科学管理，加强对残疾人辅助器具产品和服务规范化引导，不断满足残疾人多样化、个性化、专业化的辅助器具服务需求；各地可结合本地经济发展水平、残疾人实际需求等，制定适宜本地实际的残疾人基本辅助器具目录及实施细则
“十四五”特殊教育发展提升行动计划	2021	推动特殊教育高质量发展；加强普通教育和特殊教育融合，推动职业教育和特殊教育融合，促进医疗康复、信息技术与特殊教育融合。改善特殊教育办学条件
辅助器具进校园工程实施方案	2022	为义务教育阶段残疾学生科学提供辅助器具适配服务；提高残疾学生辅具适配服务质量，保障适配安全与效果
特殊教育办学质量评价指南	2022	新建、改建、扩建各级各类学校要符合《无障碍环境建设条例》等相关文件要求；为特殊儿童在校学习生活提供无障碍支持服务
中华人民共和国无障碍环境建设法	2023	无障碍设施建设；无障碍信息交流；无障碍社会服务
关于构建优质均衡的基本公共教育服务体系的意见	2023	依据国家课程方案配齐配足教师；加强义务教育阶段特殊教育学校建设和普通学校随班就读工作；健全面向视力、听力、言语、肢体、智力、精神、多重残疾以及其他有特殊需要的儿童的特殊教育服务机制

Table 2

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Assistive technology application in educational contexts: policy framework and core areas

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