首頁資訊教育情境下輔助技術(shù)應(yīng)用：政策架構(gòu)與核心領(lǐng)域

教育情境下輔助技術(shù)應(yīng)用：政策架構(gòu)與核心領(lǐng)域

來源：泰然健康網(wǎng) 時間：2025年09月24日 14:48

摘要：

目的研究國內(nèi)外關(guān)于殘疾兒童輔助技術(shù)服務(wù)相關(guān)政策與核心領(lǐng)域，探討教育情境下特殊兒童輔助技術(shù)的應(yīng)用。

方法基于聯(lián)合國、世界衛(wèi)生組織(WHO)和國內(nèi)關(guān)于輔助技術(shù)服務(wù)相關(guān)政策和理論架構(gòu)，采用WHO輔助技術(shù)服務(wù)體系6大要素和5P服務(wù)模式的要素理論，以及國際國內(nèi)輔助技術(shù)分類和目錄清單，分析教育情境中輔助技術(shù)的政策架構(gòu)和核心領(lǐng)域。

結(jié)果 《國際功能、殘疾和健康分類》(ICF)給出教育情景中輔助技術(shù)的定義和分類，以《殘疾人權(quán)利公約》(CRPD)為核心、《殘疾兒童輔助技術(shù)》策略構(gòu)成了國際政策的核心，教育情景下輔助技術(shù)應(yīng)用的核心領(lǐng)域，依據(jù)WHO輔助技術(shù)服務(wù)體系的領(lǐng)導(dǎo)力與治理能力、籌資、健康人力資源、服務(wù)提供、醫(yī)藥技術(shù)和健康信息系統(tǒng)6大要素，建立由伙伴、政策、產(chǎn)品、從業(yè)人員、服務(wù)提供5個相關(guān)領(lǐng)域構(gòu)成的5P模式的以人為本的輔助技術(shù)生態(tài)系統(tǒng)，重點關(guān)注促進獲得和使用輔助技術(shù)的相關(guān)人員、相關(guān)政策、相關(guān)產(chǎn)品、相關(guān)從業(yè)人員和相關(guān)服務(wù)。

結(jié)論 教育情境中輔助技術(shù)的應(yīng)用政策與核心領(lǐng)域以ICF為基礎(chǔ)，以CRPD為核心，以《殘疾兒童輔助技術(shù)》策略而形成，其主旨在于科學(xué)界定教育情境中輔助技術(shù)的定義，從權(quán)利的視角，全面、高效、以殘疾兒童為中心發(fā)展和推動殘疾兒童輔助技術(shù)服務(wù)，為保障殘疾兒童享受平等、優(yōu)質(zhì)的教育提供可用、可訪問、可負(fù)擔(dān)、可適應(yīng)、可接受和有質(zhì)量的輔助技術(shù)服務(wù)，提升殘疾兒童教育質(zhì)量，提高生活質(zhì)量和福祉?？赏ㄟ^5P模式，建立以人為本的輔助技術(shù)生態(tài)系統(tǒng)，創(chuàng)新發(fā)展殘疾兒童輔助技術(shù)服務(wù)。

關(guān)鍵詞: 殘疾兒童, 輔助技術(shù), 教育情境, 服務(wù)體系

Abstract:

Objective To study domestic and international policies and core areas related to assistive technology services for children with disabilities, to explore the application of assistive technology for children with special needs in the educational context.

Methods Based on the relevant policies and theoretical frameworks of policies on assistive technology services of United Nations, World Health Organization (WHO) and China, the policy frameworks and core areas of assistive technology in the educational context were analyzed using the theories of the six elements of the WHO assistive technology service system and the 5P service model, as well as the international and domestic classifications and directory lists of assistive technologies.

Results International Classification of Functioning, Disability and Health (ICF) gave the definition and classification of assistive technology in educational scenarios. With the Convention on the Rights of Persons with Disabilities (CRPD) as the core and the Assistive Technology for Children with Disabilities (ATD) strategy as the centerpiece of the international policy, the core areas of assistive technology application in educational settings were established with the 5P Model, consisting of five related areas, namely individuals, policies, products, practitioners and service delivery, based on the six elements of the WHO assistive technology service system, namely leadership and governance, financing, human resources for health, service delivery, medical technology and health information system. The ecosystem focused on people, policies, products, practitioners and services that promote access to and use of assistive technology.

Conclusion The policy and core areas for the application of assistive technology in educational contexts are formed on the basis of ICF, with the CRPD at the core, and the strategy of ATD, to define scientifically the definition; and promote assistive technology services for children with disabilities from the perspective of the right to comprehensive, efficient, and child-centered development, to provide usable, accessible, affordable, adaptable, acceptable and quality assistive technology services to ensure that children with disabilities enjoy equal and quality education, and to improve the quality of life and well-being. A human-centered assistive technology ecosystem can be established using 5P Model, to innovate and develop assistive technology services for children with disabilities.

Key words: children with disabilities, assistive technology, educational context, service system

中圖分類號:

R494

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