Competency framework and contents for primary and secondary school teachers in inclusive education settings based on RCF and ICF
10.3969/j.issn.1006-9771.2025.04.005
- VernacularTitle:融合教育情境下中小学教师胜任力架构与内容:基于RCF和ICF的研究
- Author:
Qing ZHANG
1
;
Jiaming WU
;
Wenrong JIA
;
Fayou YU
Author Information
1. 邯郸学院特殊教育学院,河北 邯郸市 056005;河北省特殊教育协同创新中心,河北 邯郸市 056005
- Publication Type:Journal Article
- Keywords:
teacher;
competency framework;
inclusive education;
International Classification of Functioning,Disability and Health;
rehabilitation competency framework
- From:
Chinese Journal of Rehabilitation Theory and Practice
2025;31(4):406-414
- CountryChina
- Language:Chinese
-
Abstract:
Objective To develop a competency framework for teachers in inclusive education settings based on World Health Orga-nization rehabilitation competency framework(RCF).Methods Based on the five core competency domains of RCF,along with its core values and beliefs,this study analyzed the specific competency requirements for teachers in inclusive education settings,and summarized the specific competencies,behavioral requirements,and core values and beliefs within these five domains.Additionally,Inter-national Classification of Functioning,Disability and Health(ICF)was used to supply the competency frame-work from a functional perspective.Results RCF-based teacher competency framework for inclusive education settings encompassed five core domains and two foundational components.In the practice domain,the framework emphasized a student-and family-centered approach,requiring flexible teaching strategies to meet individualized needs.In the professionalism domain,it highlighted educational equity,ethical responsibility and rights of students with special needs.In the learning and development domain,it underscored continuous learning and professional growth for teachers to enhance adapt-ability and innovation in inclusive education.In the management and leadership domain,it stressed teamwork and resource integration to improve the quality of inclusive education services.In the research domain,it encour-aged teachers to integrate evidence-based practices into their teaching to ensure scientific and empirical educa-tional decision-making.Additionally,the core values emphasized respect,equity and inclusion,while the beliefs reflected confidence in each student's potential and a commitment to individualized support.Based on ICF,the specialized competencies for teachers in inclusive education primarily involved five aspects:integrating educa-tion and rehabilitation,functional assessment and individualized education planning,assistive technology,acces-sible learning environments,and digital empowerment technologies.Conclusion Based on RCF and ICF,a multidimensional and composite competency framework has been developed for teachers in inclusive education settings,which providing a systematic theoretical foundation for competency de-velopment,assessment and training,upholding a individual-centered approach,and emphasizing educational eq-uity and holistic student development.
