基于世界卫生组织康复胜任力架构构建中小学特殊教育教师胜任力评价指标体系

doi:10.3969/j.issn.1006-9771.2025.06.001

Abstract

Abstract:

Objective To develop a scientific, systematic and operational competency evaluation index system for primary and secondary school special education teachers based on World Health Organization rehabilitation competency framework (RCF), integrating the inclusive teacher frameworks of United Nations Educational, Scientific and Cultural Organization (UNESCO) and European Union (EU) as well as China's Professional Standards for Special Education Teachers (Trial).

Methods A core competency framework and content for special education teachers in primary and secondary schools was constructed based on RCF, using a systematic analysis of UNESCO and EU policy documents and the Ministry of Education's Professional Standards for Special Education Teachers (Trial). On this foundation, a corresponding competency evaluation index system was developed.

Results The competency framework for primary and secondary school special education teachers comprised five competency domains and two supporting dimensions, including 25 core competency modules and 59 evaluation points. The five competency domains were educational and teaching practice, professional ethics and values, professional learning and development, management and collaborative leadership, and educational research and innovation. The two supporting dimensions were professional beliefs and core values.

Conclusion The competency evaluation index system for primary and secondary school special education teachers emphasizes educational equity, inclusive principles, and values of care and justice. It can be used for competency diagnosis and assessment of teachers at different developmental stages, as well as for designing continuing education courses and professional development plans.

Key words: special education, teacher, competency, rehabilitation competency framework, evaluation index

CLC Number:

R494

CAO Jing, LIU Jing, ZHANG Xiaoyan, GAO Shaoyu. Construction of competency evaluation indicator system for special education teachers based on World Health Organization rehabilitation competency framework[J]. Chinese Journal of Rehabilitation Theory and Practice, 2025, 31(6): 621-627.

Figures/Tables 1

Table 1

Evaluation index system for competence of special education teachers in primary and secondary schools"

一级指标(胜任力领域)	二级指标(核心胜任力模块)	三级指标(评价要点)
教育教学实践能力	个别化教学计划与设计能力	根据学生的残疾类型和个别需求制订个别化教育计划明确设定每个学生可达到的合理目标和发展规划设计多元化的教学活动和资源以适应不同学习风格
	教学实施与课堂管理能力	运用差异化教学策略，有效组织异质能力班级的教学采用积极行为支持策略进行课堂管理和问题行为干预在课堂中提供个别化辅导和必要支持，确保每个学生参与学习
	学生评价与反馈能力	运用多种评价方法评估残疾学生的学业发展和功能表现能针对每个学生的进步情况提供及时具体的反馈和强化根据评价结果调整教学策略，持续改进教学效果
	支持技术与资源运用能力	掌握并应用特殊教育辅助技术(如助听器、沟通板、盲文设备等)促进学生学习开发利用校内外教育资源(资源教室、专业人员等)为残疾学生提供支持优化课堂物理环境和社会环境，方便残疾学生无障碍参与学习
专业精神与伦理	职业道德与政策法规遵循	熟悉并遵守特殊教育相关法律法规和政策要求，依法保障残疾学生受教育权恪守教师职业道德，在特殊教育实践中公平公正对待每位学生坚持知情同意、保密等伦理原则，维护学生尊严和权益
	以学生为本的价值取向	坚持以学生发展为中心，尊重每位残疾学生的人格和独特需求相信每个学生都能在适宜的支持下取得进步，不放弃任何一名学生在教育决策时优先考虑残疾学生的最佳利益和长远发展
	多元文化理解与公平意识	理解残疾融合于多元文化、多样性背景中的意义，尊重不同背景学生的文化和差异自觉反思并避免在教育教学中出现任何形式的歧视或偏见，营造包容平等的课堂氛围主动为残疾学生争取平等参与机会，倡导校园无障碍和反歧视
专业学习与发展	反思与自我提升能力	定期反思自身教学实践，分析成功与不足并总结经验教训主动征求同事、家长和学生的反馈，不断改进教学方法针对自身薄弱环节制定改进计划，持续提升专业能力
	专业进修与终身学习能力	积极参加特殊教育相关的在职培训、研修、进修课程，不断更新专业知识了解国内外特殊教育改革动态与先进经验，拓宽国际视野保持对新知识新技术的学习热情，养成终身学习的习惯
	教育教学创新能力	学习并尝试特殊教育领域的新理念、新方法，将其融入课堂实践根据学生发展变化调整教学策略，勇于尝试个性化教学创新善于发现并借鉴他人在融合教育实践中的优秀做法，促进自身教学改进
管理与协作领导	班级组织与资源管理能力	有效组织特殊教育班级或融合班级日常教学和活动，营造积极支持的班级氛围合理配置和使用班级支持资源(如助教、志愿者)，确保满足学生特殊需求能制定班级突发事件应对预案，保障残疾学生在校安全与健康
	家校合作与沟通能力	主动与残疾学生家长建立伙伴关系，定期沟通学生发展情况，共商教育策略指导和支持家长开展家庭康复训练或在家辅导，提升教育一致性尊重家长的期待与意见，协调家庭、学校与社会资源共同支持学生成长
	跨专业团队协作能力	与普通班教师密切协作，共同规划和实施融合教育方案，促进特教生在普校的融入善于与康复治疗师、心理咨询师、社会工作者等专业人员合作，综合支持残疾学生的多方面发展在支持服务团队中发挥主动协调作用，确保各项支持措施有效落地
	教育领导与倡导能力	发挥专业引领作用，向普通教师宣传融合教育理念，提供特殊教育策略指导参与学校特殊教育政策与支持体系的建设，如资源教室管理、个别化支持计划制定等积极倡导特殊教育事业发展，推动教育行政部门和公众理解支持融合教育
教育研究与创新	循证实践与数据分析能力	重视教育决策的循证依据，能够查阅理解特殊教育研究文献，将可信证据应用于教学收集分析学生学习和行为数据，评估教学干预的效果，以数据指导教学改进运用科学方法发现并解决教学中的问题，提升教学决策的客观性和有效性
	行动研究与课堂研究能力	将日常教学问题转化为小课题，采用行动研究的方法系统解决实际问题设计并实施课堂教学实验或案例研究，探索改善残疾学生学习体验的新途径总结提炼实践经验，形成案例报告或教学反思日志，为同行提供借鉴
	专业分享与知识传播能力	将教学实践中的有效策略和教改成果整理成论文、讲座、工作坊等形式分享给同事主动参加特殊教育学术交流活动，在更大范围传播先进教学理念与方法指导和帮助年轻教师开展教育实践研究，营造教师专业学习共同体
支撑维度：职业信念	教育公平信念	深信每一位残疾学生都有平等接受优质教育的权利和潜力，不因任何障碍放弃对学生的高期待
	融合理念信念	认同融合教育的价值，认为将残疾学生纳入主流教育对所有学生都有益，致力于营造全纳课堂环境
	合作共担信念	相信教育是多方协作的事业，与家长、普通教师和支持专业人员共同承担教育责任，形成支持网络
	专业成长信念	坚信教师专业成长永无止境，主动追求新知，视持续学习和自我提升为教师职业的重要组成部分
支撑维度：核心价值观	关爱与同理心	具有仁爱之心，真诚关怀每位残疾学生的身心健康，以同理心设身处地理解他们的感受和需要
	尊重与公正	尊重每个学生的人格尊严和个性差异，在教育教学中秉持公正原则，不偏袒不歧视，维护教育公平
	责任与奉献	具有强烈的责任感和使命感，忠于特殊教育事业，甘于奉献时间和精力以促进残疾学生的最大进步
	坚韧与耐心	面对特殊教育工作中的困难和挑战，表现出坚韧的毅力和耐心，能够长期坚持为残疾学生提供支持

Table 1

References 28

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Construction of competency evaluation indicator system for special education teachers based on World Health Organization rehabilitation competency framework

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