Chinese Journal of Rehabilitation Theory and Practice ›› 2025, Vol. 31 ›› Issue (4): 415-422.doi: 10.3969/j.issn.1006-9771.2025.04.006

Previous Articles     Next Articles

Developing a curriculum framework for vocational competency in college students with disabilities: based on RCF and ICF

GUAN Shan1, SUN Meili1(), GUAN Yi2, XUE Yifan3, ZHONG Yuliang⁴4, LI Xinqin1   

  1. 1. Department of Special Education, Shandong Vocational College of Special Education, Ji'nan, Shandong 250300, China
    2. Ji'nan Special Education Center, Ji'nan, Shandong 250002, China
    3. Qingdao Hengxing University of Science and Technology, Qingdao, Shandong 266100, China
    4. Ningbo College of Health Sciences, Ningbo, Zhejiang 315100, China
  • Received:2025-02-26 Published:2025-04-25 Online:2025-04-25
  • Contact: SUN Meili, E-mail: smeili@126.com
  • Supported by:
    Shandong Provincial Social Science Plan(23DJYJ12);Shandong Provincial Vocational Education Teaching Reform Research Project(2024499)

Abstract:

Objective To develop a professional competency-oriented higher education curriculum system for college students with disabilities based on rehabilitation competency framework (RCF) and International Classification of Functioning, Disability and Health (ICF).
Methods A framework for a professional competency-oriented higher education curriculum system for college students with disabilities was developed following the principles of systematic curriculum design. The curriculum design was student-centered and adhered to principles such as inclusive education, competency-based learning, lifelong career development and collaborative cooperation. It emphasized the application of digital empowerment technologies, accessibility technologies and assistive technologies.
Results The curriculum system framework comprised six core curriculum domains, including knowledge, skills, professional mindset and values, management and leadership, professionalism and behavior, functional adaptation and digital empowerment, as well as accessibility and assistive technology applications. The curriculum modules were structured into four stages, including adaptation and functional enhancement, career exploration and foundational skill development, professional skill enhancement and workplace practice, and employment guidance and follow-up services. This curriculum system systematically enhanced the professional knowledge, skills and competencies of college students with disabilities, integrating digital empowerment strategies to support their career development.
Conclusion The competency-oriented higher education curriculum system constructed based on RCF and ICF provides a theoretical framework and practical pathway for improving the professional competency and lifelong career development of college students with disabilities.

Key words: college student, disability, professional competency, curriculum framework, rehabilitation competency framework, International Classification of Functioning, Disability and Health

CLC Number: