Specialty setting of undergraduate special education using World Health Organization rehabilitation competency framework
10.3969/j.issn.1006-9771.2022.03.006
- VernacularTitle:基于康复胜任力架构的本科层次特殊教育专业设置研究
- Author:
Chuanping HAO
1
;
Zhouying QIU
2
;
Anqiao LI
3
;
Xiao HAN
4
;
Shaopu WANG
3
;
Xiaofei XIAO
5
Author Information
1. 1. Special Education College of Beijing Union University, Beijing 100075, China 2. WHO International Classification family China Cooperation Center, Beijing 100068, China 3. China Academy of ICF, Weifang, Shandong 261000, China
2. 2. WHO International Classification family China Cooperation Center, Beijing 100068, China 3. China Academy of ICF, Weifang, Shandong 261000, China 4. University of Health and Rehabilitation Sciences, Qingdao, Shandong 266071, China 5. China Rehabilitation Research Center/China Rehabilitation Science Institute, Beijing 100068, China
3. 2. WHO International Classification family China Cooperation Center, Beijing 100068, China 3. China Academy of ICF, Weifang, Shandong 261000, China
4. 6. Beijing Haidian District Angchen Adaptive Sports Training Center, Beijing 100084, China
5. 7. School of Rehabilitation Medicine, Binzhou Medical University, Yantai, Shandong 264003, China
- Publication Type:Journal Article
- Keywords:
rehabilitation competency framework, special education, undergraduate education, competency
- From:
Chinese Journal of Rehabilitation Theory and Practice
2022;28(3):306-317
- CountryChina
- Language:Chinese
-
Abstract:
Objective To build a competency-based special education program at the undergraduate level based on the World Health Organization Rehabilitation Competency Framework (RCF) and tailored to educational and rehabilitation needs of students with disabilities, to improve the level of special education program, and to meet the requirements of competency-based education development.Methods Using the theory and method of RCF, we analyzed the competency requirements of special education teachers in school education contexts with reference to the Professional Standards for Special Education Teachers (Trial), the Accreditation Standards for Special Education Majors, and the Professional Competency Standards for Teacher Trainees in Special Education.Results A competency framework for special education teachers based on RCF was constructed, principles for setting special education majors based on RCF and principles for building special education majors based on RCF were proposed, and a competency model applicable to special education majors at the undergraduate level was established according to the characteristics of the school education context.Conclusion As a global rehabilitation competency framework serving the health of all people, the theory and method of RCF are important for constructing a competency-based education for special education majors. The principles, methods, educational objectives, and methodological system of special education majors at the undergraduate level are constructed based on RCF to promote the implementation of the national Professional Standards for Special Education Teachers (Trial), the Standards for Accreditation of Special Education Majors, and the Professional Competency Standards for Teachers of Special Education Majors.
