教育领域辅助技术服务体系研究

doi:10.3969/j.issn.1006-9771.2025.01.009

Abstract

Abstract:

Objective To explore the core content, structural elements and implementation pathways of assistive technology service system in education, based on relevant policy documents from the World Health Organization (WHO) and the United Nations Educational, Scientific and Cultural Organization (UNESCO).

Methods The documents from WHO and UNESCO, such as WHO Global Cooperation on Assistive Technology and UNESCO Education 2030 Framework for Action, were systematically analyzed, and the assistive technology service system in educational settings was discussed based on WHO 5P model (Policy, Products, People, Provision and Place).

Results The assistive technology service system in education was a multi-dimensional and comprehensive service system. Policies and regulations were the cornerstone of the system. Assistive technology products were the core components of the system, encompassing various hardware, software and assistive tools. The accessibility, affordability, applicability and usability of the products were critical factors affecting their effective application. Professional personnel were the guarantee of the system, including professionally trained teachers, rehabilitation therapists, technicians, social workers, etc. The professional competence, service awareness and interprofessional collaboration ability of personnel were crucial. Service provision mechanism was the key to the system, including needs assessment, matching, training, maintenance, tracking and support. The timeliness, effectiveness and personalization of services directly affected the final outcome. Suitable educational places and environments were the guarantee for the effective operation of the service system. Accessible campus environments, classrooms equipped with necessary equipment and resource centers were important components of the service system.

Conclusion To construct an assistive technology service system suitable for China's national conditions, based on the 5P model, it is necessary to formulate and improve national laws, regulations and standards related to assistive technology, increase financial investment, and establish a unified evaluation and supervision system; strengthen product research, development and promotion, improve product applicability and usability; establish a multi-level, multi-disciplinary professional personnel training system to improve the professional competence and service level of existing personnel; optimize the service provision mechanism and establish a student-centered personalized service model; and integrate the development of accessible educational environments with the construction of assistive technology service systems, accelerating the construction of accessible campus environments and equipping them with necessary equipment and resources.

Key words: assistive technology, service system, 5P model

CLC Number:

G434

YANG Jian, YANG Yaru. Assistive technology service system in education[J]. Chinese Journal of Rehabilitation Theory and Practice, 2025, 31(1): 99-106.

Figures/Tables 1

Table 1

Core elements, service objectives, strategies and methods, and implementation pathways of assistive technology services in education"

要素	内容	目标	战略与方法	路径
政策 (Policy)	政策支持是辅助技术服务体系的核心基石政府应通过制定并实施相关教育政策和法规确保辅助技术在教育中的广泛普及和应用明确学校、教育工作者和地方政府的职责	确保残疾学生平等获得受教育机会，消除教育障碍，实现教育公平和包容	制定并实施辅助技术政策确保政策具有可操作性强调监测与评估，确保政策的执行质量	建立法律和政策框架制定服务标准定期审查和更新政策建立政策执行评估机制
产品 (Products)	辅助技术产品涵盖硬件和软件等辅助技术产品的选择应以学生的个性化需求为导向，并确保产品的适用性和可持续性产品不仅要满足残疾学生的需求，还应具备良好的成本效益，确保大范围可及性在选择和使用辅助技术产品时，应关注文化和语言的多样性辅助技术产品应具备良好的互操作性，确保教育系统的整体连贯性和效率	提供有效且适合残疾学生的学习工具，以提高他们的学习独立性和参与度	采用基于用户需求的产品开发方法，确保产品的多样性和互操作性重视学生和家庭的反馈，确保产品符合使用者的需求和文化背景创新产品开发策略，确保产品能够适应教育的变化需求	与科技公司合作，研发适合学生需求的产品定期更新和维护设备确保新兴技术及时引入建立设备评估和用户反馈机制，持续改进产品与教育机构合作推广辅助技术
人员 (People)	辅助技术的有效应用涉及专业人员，包括教师、康复专家、技术工程师等教育工作者需掌握如何使用辅助技术设备辅助技术的推广和应用应伴随着人员培训多学科团队的协作至关重要与社区服务机构、家长等合作人员的能力提升还应包括数字化能力的培养	确保教育人员具备必要的技能与知识，以有效应用辅助技术，支持残疾学生的学习	提供系统化的培训和继续教育鼓励多学科协作与社区参与，确保服务的全面性与持续性加强人员的心理健康支持	通过定期的培训与考核提升教育人员的能力建立多学科团队，促进学校、家庭和社区协作加强人员的职业发展与支持机制提供心理支持与压力管理培训
服务提供 (Provision)	对残疾学生进行全面评估以确定最适合其需求的辅助技术提供个性化的设备适配和使用培训服务提供应具备连续性和个性化的特点服务应涵盖所有教育阶段，服务的灵活性也至关重要建立服务的质量控制和评估机制	为每个残疾学生提供连续性和个性化的支持，确保他们在各个教育阶段都能获得适当辅助技术服务	定期评估学生的需求和进展加强家长和学生的参与引入质量控制和评估机制，确保服务的高效性和适应性	建立评估机制，跟踪学生进展，调整服务方案确保服务覆盖所有教育阶段，与家长和学生合作制定和改进服务计划提供心理支持服务
场所 (Place)	辅助技术的有效应用需要在适当的环境中进行，以确保其效果最大化资源教室是辅助技术服务的重要组成部分，专门为有特殊教育需求的学生设立资源教室配备了多种辅助技术设备，旨在为残疾学生提供适应性强的学习环境资源教室的设备应根据学生的个性化需求进行配置，并由专业人员进行管理和维护无障碍环境的建设，辅助技术服务不应仅限于特定的教室或设施内，还应在普通教室、家庭和社区环境中推广应用。场所的设计应考虑不同类型残疾学生的具体需求，包括物理无障碍设施、光线条件、声音环境等，确保这些环境因素不会对学生的学习造成障碍	提供无障碍、灵活的学习环境，确保所有残疾学生都能在适应性强的环境中进行学习	创设适应性强的资源教室，推广辅助技术在普通教室、家庭和社区中的应用确保环境设施符合无障碍标准，考虑到学生的个性化需求优化场所的技术设施，提供现代化学习工具以支持学生学习	建立和维护资源教室，确保无障碍设施的完善促进辅助技术的环境适应性扩展优化普通教室的环境，使其更适合辅助技术的应用

Table 1

References 23

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