辅助技术在教育中的应用：政策架构与发展研究

doi:10.3969/j.issn.1006-9771.2024.11.003

Abstract

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

CLC Number:

R496

YANG Jian, YANG Yaru. Assistive technology in education: policy framework and development[J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(11): 1254-1261.

Figures/Tables 1

Table 1

International policy framework and content of assistive technologies applied in education"

政策名称	发布时间/年	发布组织	政策目标人群	辅助技术在教育中应用主要领域	教育中辅助技术服务体系	教育中辅助技术支持体系	教育中辅助技术服务监测	教育中辅助技术治理架构	教育中辅助技术筹资	教育中辅助技术相关的人力资源	教育中辅助技术的主要技术模式
数字赋能包容性教育政策^[6]	2016	UNESCO	残疾儿童、青年及其他有特殊教育需求的学生	ICT、个性化学习	无障碍数字学习资源提供、跨部门合作服务网络	无障碍学习平台、ICT学习设备支持	通过学习管理系统(LMS)及物联网设备实现实时监测	包容性学习环境的创建和数字化治理	国际组织资助、政府拨款、公共及私人部门合作	教师、技术人员、康复专业人员	无障碍数字工具、ICT技术支持、个性化学习
《亚太地区教育的数字化转型：政策简报》^[7]	2022	UNESCO	所有有学习障碍及特殊需求的学生	屏幕阅读器、语音识别技术、学习支持平台	建立无障碍数字资源库、提供技术支持服务	各国教育部门建立全国统一技术支持系统	定期评估数字技术应用效果，提升学习参与度	教育部牵头、地方教育机构配合治理	资金筹集通过政府和非营利组织合作	教育技术专家、特教教师、培训师	数字教育资源、智能助理和AI辅助学习工具
《教科文组织教育技术创新战略》^[12]	2021	UNESCO	残疾儿童、发展迟缓儿童	ICT技术、早期教育支持	建立包容性教育服务体系，覆盖幼儿教育阶段	提供无障碍数字学习设备，支持残疾儿童	监测残疾儿童教育效果，确保包容性教育实施	政府与非政府组织合作	政府、国际组织和非营利组织	特教教师、早期干预专家、ICT支持人员	数字教育平台、远程学习、家庭教育支持
《残疾儿童辅助科技：为教育、融合和参与创造机会》^[13]	2022	UNICEF	残疾人、老年人及有辅助技术需求的学生和成人	辅助设备、学习支持技术	提高辅助技术可获得性，尤其在低收入和中等收入国家	建立国家和区域性的辅助技术服务网络	系统化监测辅助技术使用情况，以优化资源配置	国家级协调机制，涉及政府、教育、卫生部门合作	政府资金、国际捐助、私营部门投资	辅助技术顾问、康复专家、技术支持人员	辅助技术设备分发、智能设备远程支持、康复支持
《康复2030：呼吁采取行动》^[8]	2020	WHO	残疾人、需要康复服务的学生和成人	辅助技术、康复设备	建立康复服务网络，促进辅助技术在教育中的使用	多学科团队支持，涵盖康复、教育、护理等领域	监测康复服务和辅助技术使用情况，提高质量和可及性	跨部门合作治理，政府主导	政府拨款、国际组织和私营部门合作筹资	康复专业人员、特殊教育教师、社工	康复辅助技术、个性化教育方案、远程康复支持
全球辅助技术合作倡议(GATE)^[9]	2014	WHO	所有有辅助技术需求的学生和成人	助听器、轮椅、学习辅助设备	促进辅助技术可及性，建立国家级服务平台	各级医疗和教育机构联合提供支持	对辅助技术使用情况进行常态化监测	政府牵头，联合相关部门及非政府组织	政府和国际组织资助、社会合作	康复工程师、教师、辅助技术顾问	辅助技术库、智能设备应用、远程支持系统
《改善获得辅助技术的机会》(WHA71.8决议)^[10]	2018	WHO	残疾人、老年人及有辅助技术需求的儿童和成人	辅助设备、数字技术	确保辅助技术的可获得性和公平性	促进各国建立辅助技术服务网络	对辅助技术的使用及覆盖情况进行监测	政府主导，涉及卫生、教育及社会服务部门合作	政府资金、国际援助、私营部门参与	辅助技术专家、教育及社会工作者	国家级辅助技术资源中心、ICT支持、智能康复服务
《健康服务体系中的康复：行动指南》^[11]	2019	WHO	残疾人、老年人及有辅助技术需求的学生和成人	辅助技术、康复设备	提升健康服务体系中康复服务的质量和可及性	建立康复和辅助技术结合的综合服务体系	监测和评估康复服务的有效性和覆盖率	政府领导，卫生、教育及社会服务部门协作	政府资金、国际组织资助	康复专家、医疗服务人员、辅助技术顾问	综合康复服务模式、远程支持、个性化康复
《辅助技术报告》^[14]	2022	WHO	残疾人、有辅助技术需求的儿童和成人	教育辅助技术、康复设备	提供关于辅助技术可获得性和需求的全球概览	建立全球和国家辅助技术支持体系	持续监测辅助技术的需求与覆盖率	政府主导，多方协作治理	多方资金合作，包含公共和私人机构	康复工程师、教育技术人员、政策制定者	基于需求的辅助技术分配、ICT支持、远程教育和康复系统

Table 1

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Assistive technology in education: policy framework and development

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