On the Rule of Law Path for Inclusive Education to Empower Education Assistance for Persons with Disabilities

Inclusive education is the mainstream of developing education for persons with disabilities worldwide.It advocates the recognition and protection of the right of persons with disabilities to receive inclusive education in mainstream schools.From the perspective of inclusive education,the educational assistance system for persons with disabilities represents a theoretical innovation in traditional educational support methods,playing a crucial role in integrating persons with disabilities into society,reversing their disadvantaged status,and maintaining educational equity.At present,China's legal system for inclusive education assistance for persons with disabilities needs improvement,and faces several obstacles,including conceptual“limited capacity”,“monotonous”subjects,“crowding-out”obstacles and supervision“absence”obstacles.It is urgent to begin with the transformation of the rule of law concept,clarify the legal positioning of multiple responsibility subjects,achieve mutual reinforcement of education law and education aid legislation,establish a supervision system for inclusive education assistance,and improve the legal framework for educational assistance for persons with disabilities.This will ensure that persons with disabilities can successfully realize their right to education,share in the benefits of social development,and ultimately contribute to achieving common prosperity.

Revision of Regulations on Education for Persons with Disabilities:Concept Innovation and System Improvement

In January 2017, the State Council of the People’s Republic of China revised and adopted the Regulations on Education for Persons with Disabilities The revision, which adapts to the new situation brought by the education reform and development in China, highlights the basic and key role of education for persons with disabilities in helping them to integrate into the society and participate in social life It updates the concept of education for persons with disabilities and improves various systems which ensure the right of persons with disabilities to education The revision and implementation of the Regulations is important for the promotion of education for persons with disabilities, the improvement of the entire education law system and the innovation of concepts of educational development.

The UN Convention on the Rights of Persons with Disabilities and China's Protection of the Right to Education of the Persons with Disabilities

The UN Convention on the Rights of Persons with Disabilities effective in 2008 explicitly stipulates that Member States shall guarantee that people with disabilities enjoy the right to education free from discrimination and without prejudice to equal opportunities.The Chinese government made amendments to the Law of the People s Republic of China on the Protection of Persons with disabilities and the Regulation on the Education of the Persons with Disabilities and issued a series of rules on the Education of the Persons with Disabilities so as to actively implement the Convention. In recent years,the number and proportion of children with disabilities who receive education in China and the number of students with disabilities receiving high school and higher education have been on the rise annually.However, there is still a gap in the level of education on all stages between persons with disabilities and persons without, presenting a huge challenge for the achievement of the right to education of persons with disabilities. We should continue to actively fulfill the obligations prescribed by the Convention to protect the right to education, explore the construction of integrated education, support the maintenance system,strive to improve the quality of special education,allocate resources for the education of persons with disabilities, and emphasize the appraisal of the education of persons with disabilities.

International Comparative Study on Education Laws of the Persons with Disabilities: An Observation on Regulations on the Education of Persons with Disabilities

The issue of education for people with disabilities has become of increasing concern. How can we effectively guarantee the basic right to education for persons with disabilities? Will the revised Regulation on Education for Persons with Disabilities meet their needs? This article takes the Regulation on Education for Persons with Disabilities as the core and compares it with the related special educational laws of the United States, Britain and Japan. The following conclusions were drawn from this study: In terms of educational concept, the three countries follow the concept of inclusive education, and pursue equity and educational justice. They not only pay attention to inclusive education but also focus on improving the quality of education for students with disabilities. All three countries focus on accommodating children with special needs, but each implements its programs in a different way. These practices can be used as reference for the development of a special needs education law in China.

An Exploration of Higher Vocational English Teachers’Professional Development on Students’Learning Ability in the Context of New Liberal Arts

The concept of New Liberal Arts,a multidisciplinary combined integrator with Chinese values at its core,has brought new challenges to the teaching methods and professional development of higher-level English teachers.Based on the evolving professional development process of higher vocational English teachers in the context of the New Liberal Arts,this article analyzes how English teachers can integrate multidisciplinary knowledge and adopt advanced educational technology in the teaching process.On this basis,it discusses the role of teachers’professional development in enhancing students’learning ability,such as through deepening disciplinary understanding,adopting innovative teaching strategies,and implementing personalized teaching.At the end of the article,based on a variety of pedagogical theories,we put forward suggestions,including continuous professional training,interdisciplinary cooperation,and the application of innovative teaching techniques,which are mainly aimed at helping higher vocational English teachers get rid of the dilemma of the new situation,adapt to the needs of the new liberal arts education as soon as possible,and then effectively improve students’abilities.

人工智能在职业教育中的应用与研究

在推动人工智能与职业教育深度融合的背景下,职业教育的发展出现了新模式、新路径、新举措,人工智能赋能职业教育的研究也越来越多。人工智能主要在以下几个方面为职业教育赋能:教学评价智能化、个性化学习、人才培养方案制定、虚拟教学场景搭建等。详细分析了人工智能技术在职业教育中的应用场景,并指出了人工智能应用于职业教育可能产生的问题以及应对智能化对传统职业教育产生的冲击的措施。

论职业技术教育的本体功能

职业技术教育的本体功能是职业技术教育理论与思想体系中十分重要与基础性的部分,它从理论上阐述了职业技术教育的内在规律与功能结构,清晰地展示了职业技术教育与人的发展之间的内在一致性与利益关联,分析了职业技术教育中人格教育与技术技能训练之间的一致性,阐释了职业技术教育不仅仅是一种生产技术技能的学习,还是一种文化的陶冶与生存方式的变革,由此进一步弘扬了职业技术教育的意义与价值,在现实上为职业技术教育的发展提供了最广泛的社会与文化基础。职业技术教育的这种本体功能,为职业技术教育的改革发展提供了更加清晰宽厚的理论基础与实践取向,为全社会参与职业技术教育提供了更加广泛和坚实的社会与文化基础,为吸引更多的优秀人才积极地投身于职业技术教育,以及更多的社会资源踊跃地加入职业技术教育,是非常有利的。

思想政治教育促进残疾人精神生活共同富裕的时代意蕴和实践理路

精神生活的共同富裕是共同富裕的重要内容,残疾人作为社会成员的重要组成部分,与全国人民一道实现精神生活共同富裕是我国社会主义制度的必然要求。从现实角度来看,应更加注重思想政治教育促进残疾人精神生活共同富裕的先导性作用。思想政治教育促进残疾人精神生活的共同富裕是中国式现代化的目标使然,是全体人民共同富裕的理想应然,是科学社会主义在中国不断向好发展的逻辑必然。思想政治教育不仅为促进残疾人精神生活共同富裕提供理论指导,同时也为其提供科学的实践方向指引和精神动力支持。

生成式人工智能与“三教”改革--驱动、路径与挑战

生成式人工智能的快速发展,对“三教”改革带来了深刻影响,成为职业教育“三教”改革的重要驱动力。研究认为,生成式人工智能有助于实现教育的个性化、教学内容的创新性、教师角色的转变等,从而促进“三教”改革向更加适应未来发展的方向深化。同时,在利用生成式人工智能推进“三教”改革过程中,需要关注教育与人工智能的有效结合,重视教师能力的提升,完善教学资源建设,并建立科学的教学效果评估体系。

黄炎培人格教育思想融入高职院校体育文化育人体系研究

教育的核心在于培养全面健康发展的人。黄炎培人格教育思想与高职院校体育文化高度契合,两者都以塑造健全人格为共同价值遵循,以促进学生全面发展为相同逻辑基点,以探索职业文化与体育文化融合育人之路为共同目标指向,在学生个人成长、行业发展、服务国家和社会等方面展现出独特价值。该文重点分析黄炎培人格教育思想融入高职院校体育文化育人体系的内在逻辑、三维价值及实践路径,以强健体格和健全人格为融合育人的出发点和落脚点,系统解读职业文化与体育文化融合育人的新路径,为培养新时代高素质技术技能人才提供重要参考。

中国高等融合教育的进展与挑战

残障人士享有与其他人平等获得高等教育的权利。《残疾人权利公约》对残障人士获得高等教育的权利作出了规定。美国、英国等国家在高等融合教育方面有着可供借鉴的良好实践经验。中国高等融合教育也取得了一些进展,例如建立高考合理便利制度,实行高等教育单考单招,开展高等融合教育试点,部分高校提供无障碍环境和合理便利。但是,中国高等融合教育仍面临着挑战与障碍。建议废除《普通高等学校招生体检工作指导意见》中对残障人士的限制性规定,改革单考单招制度,高校继续改善无障碍环境,积极提供合理便利。

我国残疾人职业教育的价值意蕴与发展进路

发展残疾人职业教育,具有帮助残疾人获取参与社会生活的能力和信心,促进社会分配正义和关系正义双重价值目标实现等重要意义。通过梳理我国残疾人职业教育发展的现实情况,发现存在残疾人高等职业教育发展相对滞后,残疾人职业教育社会认可度不高,师资队伍建设不充分等问题。实现残疾人职业教育高质量发展,需要完善教育结构和专业类别,消除刻板印象并提高教育“温度”,优化师资队伍结构和水平。

中国式现代化残疾人职业教育体系建设:内涵、困境及完善路径

残疾人职业教育体系建设是中国式现代化的题中之义,也是残疾人职业教育发展迈上新征程的客观要求。以层次结构合理为战略基点、以培养模式创新为必然要求、以保障条件充足为动力源泉是中国式现代化残疾人职业教育体系建设的科学内涵。现阶段,中国式现代化残疾人职业教育体系建设面临人才培养走上“独木桥”式的发展道路、多元主体协同配合机制缺失、保障结构和供需总量“双重失衡”日趋严重等现实困境。未来,推进中国式现代化残疾人职业教育体系建设,必须把标准化引领作为搭建层次结构的根本保证,将融合化培育作为探索培养模式的重要途径,以系统化改革作为完善保障条件的关键环节,与时俱进办好新时代残疾人职业教育。

我国残疾人中等职业教育的发展现状、现实困境与优化路径

文章基于2018—2022年《中国残疾人事业统计年鉴》的统计数据,运用描述性的研究方法,从规模、质量、区域等方面对我国残疾人中等职业教育进行了全面的考察。研究发现,我国残疾人中等职业教育近5年来取得了显著的进步,但仍然面临着办学规模较小、教育部门主导而其他团体办学力量不足、区域发展不均衡等问题。为了促进残疾人中等职业教育的健康可持续发展,针对上述困境提出了相应的优化路径。

特殊教育普惠发展背景下发展特殊职业教育的思考

特殊教育普惠发展背景下发展特殊职业教育可以促进残疾学生个体和家庭、残疾人群体和社会及教师和特殊教育发展。目前,发展特殊职业教育仍然面临着诸多现实挑战。为此,应坚持立德树人,加大就业法规政策执行力度,加强党建助残和部门联动,精心设置课程,推进校家企社融合,提高就业率,消除各种隐患。

职普融通视域下高职专升本的问题及优化对策

高职专升本既能满足社会人才培养的需求也能满足高职学生自我提升的需要,但随着时代的发展,高职专升本存在职普融通缺失、缺位、缺乏“三缺”问题,及由此造成的诸如选拔方式单一、以普通教育为主导等现象。本文通过文献梳理等方法,基于职普融通视域,尝试为解决高职专升本现存问题提出优化应对策略。从宏观上进行顶层设计、微观上落实具体举措,并建立保障机制确保高职专升本更加科学有效推进,以促进高职学生关于人的全面发展,为现代化建设培养高质量复合型人才。

职业教育助推共同富裕的学理诠释、效用分析与实践路径——基于人力资本理论的演进脉络

职业教育作为与社会经济发展联系最密切的类型教育能推动实现共同富裕,这一观点虽受到学界广泛认可但仍缺乏理论层面的严密论证和细致分析。从人力资本理论出发,中国特色共同富裕就是要让全体人民公平地积累人力资本,回顾半个多世纪以来人力资本理论的演化历程,人力资本教育投资的异质性、外溢性、多维性特征揭示了共同富裕的差异性、全民性、全面性三层需求。在助推共同富裕的实践进程中,职业教育应以高度的适应性主动变革,传导人力资本的经济效用,以普惠型职业教育促使社会阶层流动;释放人力资本的社会效用,以终身化职业教育促进技能型社会建设;激活人力资本的文化效用,以全人型职业教育促进人的自由和全面发展。

残疾人理想人格的塑造——基于残疾人自我教育与广义劳动相结合的视角

教育与劳动相结合的思想既是马克思主义教育观的重要内容,同时也是促进理想人格的塑造与人的全面发展的重要内容。残疾人基于全社会普遍关怀与制度保障基础上的自我认识、自我完善的自我教育,同样应该与劳动相结合。残疾人由于自身特点所涉及的生产劳动,本文界定为包括精神产品产出在内的广义劳动,这一劳动是残疾人树立“自尊自信、自主自决、自强自立”理想人格的重要因素。而广义劳动与自我教育的“自在、自发、自觉、自主”的“相结合”,则是这一理想人格塑造过程中可能的甚至带有规律性的四个发展阶段,自主阶段的境界中自我教育与广义劳动的相结合,由于全社会“平等、融合、共享”价值观念的支撑与社会保障制度的护航,事实上完成了从“相结合”到“相适应”,从“相适应”到“相促进”,又从“相促进”到“相互成就”的过程。当残疾人自我教育与广义劳动完成了相互成就的过程之后,自我教育与广义劳动在残疾人的现实人生中便融为一体,进而促成残疾人理想人格塑造和理想人生实现的内在机理。

新时代背景下特殊教育学校职业教育模式的探索

在党的二十大精神指引下,特殊教育学校积极探索特殊学生就业模式,为其职业发展和社会融入提供更多支持。在此背景下,厦门市特殊教育学校深入探索,形成了独具特色的特殊职业教育模式,并取得了一定的成效。该模式具有五个特点:规范化的入学评估工作、课程嵌入职业素养内容、创新校企合作育人模式、建立就业支持服务体系、整合多方主体形成合力。特殊教育学校职业教育模式的创新与实践是一个系统工程,需要学校、政府、企业等多方面的共同努力。

残疾人职业能力评估模式之构建——基于《国际功能、残疾和健康分类》的视角

《国际功能、残疾和健康分类》认为残疾是生物和环境交互作用的结果,这一结论改变了人们对残疾的认识,为残疾人职业能力评估提供了新视角,使残疾人职业能力评估表现出生态性、支持性和系统性特征。《国际功能、残疾和健康分类》视角下的残疾人职业能力评估模式构建应将评估纳入残疾人职业教育、康复、就业的大系统中,从制订评估计划、实施评估、职业训练和就业安置四个方面开展全面评估。为此,评估人员应开展跨领域专业团队合作,加强残疾人职业能力评估个案管理,将残疾人职业能力评估置于职业康复系统中。