Assistive technology service system in education
10.3969/j.issn.1006-9771.2025.01.009
- VernacularTitle:教育领域辅助技术服务体系研究
- Author:
Jian YANG
1
;
Yaru YANG
1
Author Information
1. College of Physical Education and Health, East China Normal University, Shanghai200241, China
- Publication Type:Journal Article
- Keywords:
assistive technology;
service system;
5P model
- From:
Chinese Journal of Rehabilitation Theory and Practice
2025;31(1):99-106
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo explore the core content, structural elements and implementation pathways of assistive technology service system in education, based on relevant policy documents from the World Health Organization (WHO) and the United Nations Educational, Scientific and Cultural Organization (UNESCO). MethodsThe documents from WHO and UNESCO, such as WHO Global Cooperation on Assistive Technology and UNESCO Education 2030 Framework for Action, were systematically analyzed, and the assistive technology service system in educational settings was discussed based on WHO 5P model (Policy, Products, People, Provision and Place). ResultsThe assistive technology service system in education was a multi-dimensional and comprehensive service system. Policies and regulations were the cornerstone of the system. Assistive technology products were the core components of the system, encompassing various hardware, software and assistive tools. The accessibility, affordability, applicability and usability of the products were critical factors affecting their effective application. Professional personnel were the guarantee of the system, including professionally trained teachers, rehabilitation therapists, technicians, social workers, etc. The professional competence, service awareness and interprofessional collaboration ability of personnel were crucial. Service provision mechanism was the key to the system, including needs assessment, matching, training, maintenance, tracking and support. The timeliness, effectiveness and personalization of services directly affected the final outcome. Suitable educational places and environments were the guarantee for the effective operation of the service system. Accessible campus environments, classrooms equipped with necessary equipment and resource centers were important components of the service system. ConclusionTo construct an assistive technology service system suitable for China's national conditions, based on the 5P model, it is necessary to formulate and improve national laws, regulations and standards related to assistive technology, increase financial investment, and establish a unified evaluation and supervision system; strengthen product research, development and promotion, improve product applicability and usability; establish a multi-level, multi-disciplinary professional personnel training system to improve the professional competence and service level of existing personnel; optimize the service provision mechanism and establish a student-centered personalized service model; and integrate the development of accessible educational environments with the construction of assistive technology service systems, accelerating the construction of accessible campus environments and equipping them with necessary equipment and resources.
