Chinese Journal of Rehabilitation Theory and Practice ›› 2025, Vol. 31 ›› Issue (4): 415-422.doi: 10.3969/j.issn.1006-9771.2025.04.006
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GUAN Shan1, SUN Meili1(), GUAN Yi2, XUE Yifan3, ZHONG Yuliang⁴4, LI Xinqin1
Received:
2025-02-26
Published:
2025-04-25
Online:
2025-04-25
Contact:
SUN Meili, E-mail: smeili@126.com
Supported by:
CLC Number:
GUAN Shan, SUN Meili, GUAN Yi, XUE Yifan, ZHONG Yuliang⁴, LI Xinqin. Developing a curriculum framework for vocational competency in college students with disabilities: based on RCF and ICF[J]. Chinese Journal of Rehabilitation Theory and Practice, 2025, 31(4): 415-422.
Table 1
Curriculum content for college students with disabilities based on RCF"
领域 | 课程主要内容 | 对残疾大学生职业胜任力发展的意义与要求 |
---|---|---|
核心知识 | 专业理论知识,法律、法规与政策(含残疾人权益),康复,特殊教育,辅助技术,无障碍技术以及数字赋能技能知识 | 构建系统化知识体系,强化学科基础和跨学科知识 理解联合国教科文组织、国际劳工组织、WHO和国家政策对包容性教育与残疾人权益的要求 |
技能 | 沟通表达与社交技能、辅助技术与数字工具应用、问题解决与创新能力 | 培养实践操作能力、数字化技能与创新能力 通过实习与项目实践提升操作与协作水平 |
职业心理和职业价值观 | 自我认同与积极心态、多元文化包容与社会责任、持续学习与自我反思 | 塑造积极、自信与开放的职业心态 培养对多元文化及社会责任的认同 |
管理和领导力 | 组织管理能力、自主领导与团队协作、项目管理与协调能力 | 培养决策、协调与管理能力 通过跨学科团队合作与项目实践,锻炼领导力 |
专业精神和行为 | 职业伦理与责任感、专业行为与行业规范、持续职业发展与终身学习 | 强调职业道德、规范行为和社会责任 建立自我反馈与持续改进机制,推动长期职业发展 |
功能适应和数字赋能以及无障碍技术和辅助技术应用 | ICF功能适应评估与功能康复 数字赋能技术,重点是人工智能技术在行业的应用技术 无障碍技术与辅助技术应用与发展 | 基于ICF理论开展个性化功能评估与训练,改善残疾大学生的职业活动相关的功能 构建基于数字赋能技术的课程模块,提高残疾大学生的职业胜任力 构建基于无障碍技术和辅助技术的课程模块,消除残疾大学生学习与职业发展障碍 |
Table 2
Curriculum module for college students with disabilities based on RCF"
模块 | 涉及的课程与核心内容 | 课程目标与课程教学 | 数字赋能、无障碍技术和辅助技术应用 |
---|---|---|---|
核心知识 | 专业基础理论、康复与特殊教育理论、残疾人权益及相关法律法规 | 构建扎实知识体系,增强学生对国际国内政策背景的理解;通过专题研讨、案例教学深化理论认知 | 线上课程、电子教材(盲文、手语视频) |
技能 | 辅助技术操作、数字工具应用、虚拟仿真实训、项目实践 | 提高学生实践操作与问题解决能力;通过校内实验、企业实习、虚拟仿真实训提升实际应用能力 | 数字化实验室、虚拟仿真平台、在线协作工具 |
职业心理和职业价值观 | 心理健康教育、情绪与时间管理、团队合作与跨文化交流 | 塑造积极自信、包容开放的职业态度;通过小组讨论、心理辅导、校友经验分享激发正向心态 | 在线心理辅导、视频会议平台、互动论坛 |
管理和领导力 | 组织管理、项目管理、领导力培训及学生自治活动 | 培养决策、组织协调和跨团队协作能力;通过模拟训练、校企合作项目锻炼管理能力 | 在线管理模拟系统、项目管理软件、跨平台协作工具 |
专业精神和行为 | 职业道德、社会责任、社区服务、职业规划及自我反馈机制 | 强化职业伦理和社会责任意识;建立自我评估和持续改进机制,推动终身学习 | 智能评估系统、在线职业规划平台、电子反馈记录系统 |
功能适应和数字赋能以及无障碍技术和辅助技术应用 | 基于ICF的个性化功能评估与训练、无障碍数字平台及移动学习APP、智能数据分析 | 针对个体功能进行精准训练,利用数据动态监控学习进程,弥补传统教学局限 | 移动学习APP、无障碍在线教学平台、大数据与人工智能动态评估工具 |
Table 3
Phased framework of professional competency oriented higher education curriculum system for college students with disabilities"
第一阶段大学新生适应与功能提升(大学一年级新生) | 第二阶段职业探索与基础能力培养(大二、大三年级学生) | 第三阶段职业技能深化与职场实践(大三、大四年级学生) | 第四阶段就业指导与跟踪服务(毕业前后的大学生) |
---|---|---|---|
大学生活适应指导 自我认知与接纳 生活技能训练 学习策略指导 辅助技术入门 同伴支持 | 职业兴趣探索 树立职业价值观 职业生涯规划 通用职业技能 专业技能拓展 行业认知 企业参观 | 专业技能强化 行业技能提升 求职技能培训 职场礼仪培训 劳动法律法规 实习实训 职业咨询与指导 创业指导 | 就业信息咨询 岗位推荐 就业政策学习指导 就业手续办理 创业扶持 就业跟踪服务 |
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