残疾大学生功能、职业胜任力与职业发展：基于ICF和RCF

doi:10.3969/j.issn.1006-9771.2025.08.008

Abstract

Abstract:

Objective To systematically analyze the characteristics of functioning and vocational competency of college students with disabilities and explore effective career development pathways and methods.

Methods This study systematically examined the functional characteristics and occupational competency structure of college students with disabilities, and proposed pathways to enhance their career development, using International Classification of Functioning, Disability and Health (ICF), rehabilitation competency framework (RCF), and achievement motivation theory.

Results The study analyzed the functional performance of college students with disabilities across dimensions such as body functions and structures, activities and participation, and environmental factors, as well as their impact on occupational activities, using the Core Sets for Vocational Rehabilitation and the WHO Disability Assessment Schedule 2.0 (WHODAS 2.0). The study outlined the occupational competency framework for these students and proposed three synergistic pathways to enhance their career development, including empowerment, functional compensation, and inclusive environmental support, based on RCF and achievement motivation theory. Early intervention, professional career services and multi-stakeholder collaboration mechanisms were recommended to provide lifelong, personalized career counseling, guidance and support based on precise occupational needs and competency assessments.

Conclusion The career development of college students with disabilities is influenced by multiple factors, including individual functional status, occupational competency and environmental conditions. Implementing strategies such as empowerment, functional compensation, and inclusive environmental support could safeguard their right to employment in an inclusive workplace, effectively improving their employment quality and sustainable career development capabilities.

Key words: college students with disabilities, International Classification of Functioning, Disability and Health, rehabilitation competency framework, career development

CLC Number:

R492

LIANG Fei, CHEN Ximei, QI Jing, WANG Shurong, LIANG Yongsheng. Functioning, vocational competency and career development of college students with disabilities based on ICF and RCF[J]. Chinese Journal of Rehabilitation Theory and Practice, 2025, 31(8): 922-929.

Figures/Tables 3

Table 1

Functioning characteristics of college students with disabilities"

ICF-CS-VR核心组成部分	ICF-CS-VR相关类目与编码	WHODAS 2.0功能维度	WHODAS 2.0具体评估问题	功能对职业活动的潜在影响说明
身体功能	b130能量与驱力功能	认知/情绪	D1.1集中注意力做事超过10 min D6.5健康问题对情绪的影响有多严重	精力不足、动机缺乏可能影响学习新工作技能的持久性、工作任务的完成效率和职业发展的积极性
	b140注意功能	认知	D1.1集中注意力做事超过10 min	注意力不集中会直接影响工作学习效率、任务准确性，特别是在需要持续专注的职业岗位
	b164 高级认知功能	认知	D1.3分析并解决日常生活中遇到的问题 D1.4学习一项新任务	高级认知功能是多数专业工作的核心要求，此功能受损将严重影响职业选择和晋升
	b280疼痛感觉	社会参与/日常生活活动	D6.5健康问题对情绪的影响有多严重 D5.5您的日常工作或学习	慢性疼痛可能影响工作出勤、工作耐力、情绪状态，进而影响工作绩效和职业满意度
	b455运动耐力功能	活动能力/日常生活活动	D2.1长时间站立 D2.5长距离行走 D5.5您的日常工作或学习	运动耐力不足限制从事体力要求较高的工作，也可能影响长时间通勤或持续工作的能力
活动和参与	d230执行日常事务	日常生活活动/自我照料	D5.1担负起家务劳动的责任	完成日常事务的能力是独立生活和工作的基础，此方面困难可能需要工作环境或流程调整
	d240处理压力和其他心理需求	社会参与/与人相处	D6.5健康问题对情绪的影响有多严重	职场压力普遍存在，处理压力的能力对工作适应和心理健康至关重要
	d450 行走	活动能力	D2.5长距离行走	行走能力直接影响通勤、工作场所内的移动以及某些特定职业(如需要外勤)的胜任
	d710基本人际交往/d720复杂人际交往	与人相处	D4.1与陌生人相处 D4.2维持一段友情	人际交往能力是职场成功的关键因素，影响团队合作、客户沟通和职业网络构建
	d845获得、保持和离开工作	日常生活活动/社会参与	D5.5您的日常工作或学习	这是职业发展的核心环节，功能受限可能导致求职困难、工作不稳定或职业中断
	d850 有报酬的就业	日常生活活动	D5.5-D5.8 关于工作/学习的系列问题	描述个体在有偿工作中的实际表现和遇到的困难，是衡量职业康复成功与否的关键指标
环境因素	e135就业相关的产品和技术		D6.2您周围环境的阻碍和限制，使您产生多大困难?	辅助技术和无障碍工作设备是促进还是阻碍残疾大学生就业的关键。缺乏适宜的辅具会加剧功能障碍对职业活动的影响
	e330有职权的人(如雇主、导师)		D6.3他人的行为及态度，给您“有尊严的活着”带来了多大的困难?	雇主、管理者、教师的态度和行为对残疾大学生的职业机会、职场融入和发展至关重要。他们的支持是促进因素，歧视则是障碍
	e460社会态度		D6.3他人的行为及态度，给您“有尊严的活着”带来了多大困难?	普遍的社会偏见或包容接纳的氛围直接影响残疾大学生的就业机会和职业体验
	e590劳动与就业服务、系统和政策		D6.2您周围环境的阻碍和限制，使您产生多大困难?	就业支持政策、职业康复服务、反歧视法规的完善程度和执行力度，是影响残疾大学生职业发展的重要外部条件

Table 1

Table 2

Analysis of vocational competency for college students with disabilities"

维度	胜任力架构	具体内容
实践	专业知识与技能应用能力	掌握专业理论，熟练运用评估、干预工具能针对残疾类型调整方法(如视障辅助技术)
	职业沟通与表达能力	清晰表达，适应不同残疾需求(如听障用视觉辅助) 积极倾听，确保信息双向理解
	问题分析与解决能力	识别问题根源，整合资源提出解决方案结合批判性思维与创新尝试
	职业决策与执行能力	基于自身能力与职业需求做出合理选择制定计划并高效落实
专业精神	职业道德与责任感	遵守职业伦理，对工作结果负责尊重隐私，维护服务对象尊严
	团队合作与协作精神	主动参与团队任务，协调不同观点善于求助与分享资源
	自我管理与情绪调适	平衡工作压力，保持稳定情绪适应职场变化，灵活调整心态
	权利意识与自我倡导	了解劳动权益(如合理便利) 能清晰表达自身需求，维护合法权利
学习与发展	终身学习与知识更新能力	主动学习行业新知识(如辅助技术进展) 定期参加培训提升技能
	职业生涯规划能力	设定短期/长期目标，规划发展路径利用职业咨询、导师资源
	适应与应变能力	快速适应岗位变化或新技术引入在不确定性中调整策略
管理与领导力	目标设定与计划执行能力	分解大目标为可操作步骤监控进度，确保任务完成
	资源获取与整合能力	识别可用资源(如政府补助、辅助设备) 协调多方支持(雇主、家庭、社区)
	影响力与人际网络构建	通过专业表现赢得信任建立互助型职业人脉圈
研究	信息素养与批判性思维	筛选可靠信息源，辨别数据真实性独立分析问题，避免偏见
研究	创新意识与实践能力	提出改进建议(如优化无障碍流程) 试点新方法并评估效果

Table 2

Table 3

Development paths and vocational guidance strategies of vocational competency for college students with disabilities"

发展路径	核心目标	主要策略与职业指导重点内容	理论依据
赋能路径	提升内在动力、自我效能感和主体性	个性化职业生涯规划辅导：帮助学生探索兴趣、价值观、优势和职业目标，制定个性化发展计划自我认知与接纳：引导学生客观看待自身残疾，发掘潜能，建立积极自我概念自我倡导能力培养：教授沟通技巧，鼓励学生清晰表达需求(如合理便利)，维护自身权益成功经验分享与榜样激励：邀请成功残疾人士分享经验，增强信心心理韧性与抗压能力训练：提供心理辅导，提升应对挫折和压力的能力决策能力与责任感培养：鼓励学生自主参与职业决策，并对自己的选择负责	ICF:个人因素 (自我效能、动机、应对方式) RCF:核心价值观 (自决权、尊严与人权); 专业精神领域(自我管理、权利意识) 成就动机理论：成就需求；内在动机
功能提升与代偿路径	通过职业康复(职业功能代偿与改善)提升职业活动技能与能力以及职业适应能力	辅助技术评估与应用：根据个体需求，提供和培训辅助技术的使用(如读屏软件、助听器、无障碍输入设备) 补偿性技能训练：针对特定功能障碍，进行替代性技能或策略的训练 (如强化听觉记忆、优化工作流程) 工作/学习环境与任务调整：指导学生或协助用人单位对工作环境、任务内容或执行方式进行合理调整，以适应个体功能特点优势能力强化与迁移：识别并充分发挥学生的优势功能，弥补弱势方面健康管理与康复知识普及：提升学生对自身健康状况的管理能力，了解必要的康复知识	ICF：身体功能与结构 (b,s)；活动与参与 (d) -改善职业活动表现；环境因素(e1产品和技术) RCF：实践领域 (干预措施的实施，如辅助技术应用) 成就动机理论：(间接相关)通过提升能力，增强成就体验
包容性环境支持路径	运用辅助技术与包容性职业发展环境建设方法，为残疾大学生建立职业发展支持系统	政策法规倡导：帮助学生了解并运用国家及地方关于残疾人就业的优惠政策和法律保障校园无障碍与包容文化建设：推动校园物理环境和信息环境的无障碍化；营造理解、尊重、接纳残疾学生的校园文化家庭与社会支持系统构建：加强与家庭的沟通，争取家庭的理解与支持；链接社区资源，建立朋辈支持网络校企合作与就业渠道拓展：积极与用人单位沟通，消除雇主顾虑，争取实习和就业机会；推动合理便利的提供消除社会偏见与歧视：通过宣传教育，提升社会公众对残疾人能力的认知，减少歧视	ICF：环境因素 (e1-e5，产品技术、自然与人为环境、支持关系、态度、服务系统政策) RCF：管理与领导力领域 (倡导，改善就业服务系统)；核心价值观(敏感性与尊重多样性) 成就动机理论：(间接相关)良好的环境有助于激发归属需求和成就需求

Table 3

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Functioning, vocational competency and career development of college students with disabilities based on ICF and RCF

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