教育情境下辅助技术应用：政策架构与核心领域
摘要：
目的 研究国内外关于残疾儿童辅助技术服务相关政策与核心领域，探讨教育情境下特殊儿童辅助技术的应用。
方法 基于联合国、世界卫生组织(WHO)和国内关于辅助技术服务相关政策和理论架构，采用WHO辅助技术服务体系6大要素和5P服务模式的要素理论，以及国际国内辅助技术分类和目录清单，分析教育情境中辅助技术的政策架构和核心领域。
结果 《国际功能、残疾和健康分类》(ICF)给出教育情景中辅助技术的定义和分类，以《残疾人权利公约》(CRPD)为核心、《残疾儿童辅助技术》策略构成了国际政策的核心，教育情景下辅助技术应用的核心领域，依据WHO辅助技术服务体系的领导力与治理能力、筹资、健康人力资源、服务提供、医药技术和健康信息系统6大要素，建立由伙伴、政策、产品、从业人员、服务提供5个相关领域构成的5P模式的以人为本的辅助技术生态系统，重点关注促进获得和使用辅助技术的相关人员、相关政策、相关产品、相关从业人员和相关服务。
结论 教育情境中辅助技术的应用政策与核心领域以ICF为基础，以CRPD为核心，以《残疾儿童辅助技术》策略而形成，其主旨在于科学界定教育情境中辅助技术的定义，从权利的视角，全面、高效、以残疾儿童为中心发展和推动残疾儿童辅助技术服务，为保障残疾儿童享受平等、优质的教育提供可用、可访问、可负担、可适应、可接受和有质量的辅助技术服务，提升残疾儿童教育质量，提高生活质量和福祉。可通过5P模式，建立以人为本的辅助技术生态系统，创新发展残疾儿童辅助技术服务。
关键词: 残疾儿童, 辅助技术, 教育情境, 服务体系
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
中图分类号:
R494
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