Abstract:

Objective To develop a competency framework for teachers in inclusive education settings based on World Health Organization rehabilitation competency framework (RCF).
Methods Based on the five core competency domains of RCF, along with its core values and beliefs, this study analyzed the specific competency requirements for teachers in inclusive education settings, and summarized the specific competencies, behavioral requirements, and core values and beliefs within these five domains. Additionally, International Classification of Functioning, Disability and Health (ICF) was used to supply the competency framework from a functional perspective.
Results RCF-based teacher competency framework for inclusive education settings encompassed five core domains and two foundational components. In the practice domain, the framework emphasized a student- and family-centered approach, requiring flexible teaching strategies to meet individualized needs. In the professionalism domain, it highlighted educational equity, ethical responsibility and rights of students with special needs. In the learning and development domain, it underscored continuous learning and professional growth for teachers to enhance adaptability and innovation in inclusive education. In the management and leadership domain, it stressed teamwork and resource integration to improve the quality of inclusive education services. In the research domain, it encouraged teachers to integrate evidence-based practices into their teaching to ensure scientific and empirical educational decision-making. Additionally, the core values emphasized respect, equity and inclusion, while the beliefs reflected confidence in each student's potential and a commitment to individualized support. Based on ICF, the specialized competencies for teachers in inclusive education primarily involved five aspects: integrating education and rehabilitation, functional assessment and individualized education planning, assistive technology, accessible learning environments, and digital empowerment technologies.
Conclusion Based on RCF and ICF, a multidimensional and composite competency framework has been developed for teachers in inclusive education settings, which providing a systematic theoretical foundation for competency development, assessment and training, upholding a individual-centered approach, and emphasizing educational equity and holistic student development.

Key words: teacher, competency framework, inclusive education, International Classification of Functioning, Disability and Health, rehabilitation competency framework