以专业取向促内涵发展:《残疾人教育条例》解读

Promoting Connotative Development Through Professional Orientations:The Interpretation of Regulations on the Education for the Disabled

以专业取向的视角解析修订后的《残疾人教育条例》,结果发现:(1)《条例》规范了覆盖残疾人教育全过程的专业服务要求,包括全面掌握残疾儿童和少年数量、以专业评估促进精准服务、在不同的教育阶段体现各有侧重的专业服务内容等;(2)从专业设施设备、专业人员、专业机构与组织等多方面规范了各级各类残疾人教育的专业资源;(3)明确了特殊教育教师、残疾人教育专家委员会以及特殊教育资源中心的专业服务要求。

This study aims to interpret the revised Regulations on the Education for the Disabled from the perspectives of professional orientations. The results show the following： （1） The Regulations formulate the requirements for professional services covering the entire process of the education for those with disabilities, including a comprehensive grasp of the quantity of disabled children and adolescents, the improvement of accurate service through professional assessment, and offering professional services emphasizing particular aspects in different stages of education; （2） the Regulations enact professional resources for the education for disabled persons of all types and at all levels in terms of professional facilities and equipment, professional staff, and professional organizations; and （3） the Regulations specify the requirements for professional services offered by special education teachers, the committee of experts on the education for disabled persons, and the special education resource center.