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ObjectiveTo study domestic and international policies and core areas related to assistive technology services for children with disabilities, to explore the application of assistive technology for children with special needs in the educational context. MethodsBased on the relevant policies and theoretical frameworks of policies on assistive technology services of United Nations, World Health Organization (WHO) and China, the policy frameworks and core areas of assistive technology in the educational context were analyzed using the theories of the six elements of the WHO assistive technology service system and the 5P service model, as well as the international and domestic classifications and directory lists of assistive technologies. ResultsInternational Classification of Functioning, Disability and Health (ICF) gave the definition and classification of assistive technology in educational scenarios. With the Convention on the Rights of Persons with Disabilities (CRPD) as the core and the Assistive Technology for Children with Disabilities (ATD) strategy as the centerpiece of the international policy, the core areas of assistive technology application in educational settings were established with the 5P Model, consisting of five related areas, namely individuals, policies, products, practitioners and service delivery, based on the six elements of the WHO assistive technology service system, namely leadership and governance, financing, human resources for health, service delivery, medical technology and health information system. The ecosystem focused on people, policies, products, practitioners and services that promote access to and use of assistive technology. ConclusionThe policy and core areas for the application of assistive technology in educational contexts are formed on the basis of ICF, with the CRPD at the core, and the strategy of ATD, to define scientifically the definition; and promote assistive technology services for children with disabilities from the perspective of the right to comprehensive, efficient, and child-centered development, to provide usable, accessible, affordable, adaptable, acceptable and quality assistive technology services to ensure that children with disabilities enjoy equal and quality education, and to improve the quality of life and well-being. A human-centered assistive technology ecosystem can be established using 5P Model, to innovate and develop assistive technology services for children with disabilities.
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ObjectiveIn implementation of International Classification of Functioning, Disability and Health (ICF) and reference to the Ministry of Education's Physical Education and Health Curriculum Standards for Compulsory Education (2022 Edition), a functioning-oriented adapted physical education curriculum system was developed for the development of children's core qualities in physical education and sport of children with intellectual disabilities. MethodsInternational Classification of Diseases (ICD-11) and ICF were used to systematically analyze the motor function, activity and participation of children with intellectual disabilities. Based on the ICF bio-psycho-social model of functioning, disability and health and the Ministry of Education's Physical Education and Health Curriculum Standards for Compulsory Education (2022 Edition), and with reference to the American Adapted Physical Education National Standards (3rd Edition) (APENS-3), a functioning-oriented adapted physical education curriculum system was constructed, which was suitable for the development of motor functioning and motor competence of children with intellectual disabilities. ResultsChildren with intellectual disabilities might experience slow development of basic movements, poor fitness level, low motor competence, and insufficient motor motivation. The goals of adapted physical education curriculum were mainly to promote the development of children's core quality in physical education and sport, i.e., motor competence, health behaviors, and physical moral attributes, and to master motor skills and develop motor competence, including motor competence development goals, movement development goals, physical activity participation goals, health goals, adaptation and empowerment goals. The content of adapted physical education curriculum included physical fitness activities, motor skill activities and sport related activities. The implementation process of adapted physical education program covered materials development, and adapted physical education program teaching advices. The education program was evaluated in terms of the development of motor competence, motor development, participation in physical activities, the development of healthy behaviors, and the adaptation to the natural and social environment, using a holistic and multidimensional evaluation approach to comprehensively evaluate the motor development and the mastery of building of children's core qualities in physical education and sport. Accessible environments and assistive technology should also be considerated in the development of adapted physical education programs. ConclusionBased on the bio-psycho-social health model of ICF, the Ministry of Education's Physical Education and Health Curriculum Standards for Compulsory Education (2022 Edition), and APENS-3, the theoretical framework for the development of adapted physical education curriculum for children with intellectual disabilities was developed, and a functioning-oriented adapted physical education curriculum system was established, which emphasized the development of children's core qualities in physical education and sport, i.e., motor ability, healthy behavior, and physical moral values.
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@#Objective To explore the specialty system of special physical education at master's level.Methods Professional competency for special physical education was developed using the World Health Organization Rehabilitation Competency Framework (RCF), and was applied to the exploration of theoretical structure and methodological system for the construction of special physical education program at master's level.Results Based on the RCF, a competency framework for special physical education teachers was constructed, involving in five areas: practice, professionalism, learning and development, management and leadership, and research. The proficiency of competencies and activities should attain the corresponding level. The construction of special physical education program should be built to highlight the characteristics of RCF and focus on the training of competency in four areas: education objectives, instructional methods, the curriculum of the program and instructional assessment.Conclusion A competency-based program at the master's level in special physical education has been constructed using the RCF. The program uses the RCF to specify professional competency standards for special physical education teachers, and this can be transformed into the content of the competency-based program for special physical education at the master's level. The RCF is used to construct a competency-based special physical education system, which can be used to specify the educational objectives, instructional modalities, specialized core curriculum, and content and methods of instructional assessment in the design of a special physical education program at the master's level.
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@#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.
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@#Objective To systematically analyze the World Health Organization Rehabilitation Competency Framework (RCF) theoretical framework, methodology and its application in the field of rehabilitation.Methods We systematically analyzed RCF conceptual framework and key characteristics, and discussed how to apply the RCF in the fields of human resource planning, education program and curriculum system, and vocational competency standards and certification criteria for rehabilitation human resources.Results The RCF encompasses five domains, naming practice, professionalism, learning and development, management and leadership, and research. Rehabilitation professionals' performance is the result of the interaction of their core values and beliefs, competencies, activities, knowledge, and skills. The RCF can be used to plan rehabilitation human resources, establish competency-based rehabilitation education programs and curriculum systems, and develop competency certification standards and licensure accreditation standards.Conclusion This study analyzed background, content and implementation framework of RCF, and systematically discussed the theories and methods related to how to use the RCF to construct national rehabilitation human resources development plans, develop rehabilitation education programs and curriculum systems based on the RCF, and establish certification and assessment standards for rehabilitation human resources.
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@#Objective To evaluate the effects of spinal manipulation therapy (SMT) on chronic nonspecific neck pain (CNSNP) by using World Health Organization Family International Classifications (WHO-FICs). Methods Randomized controlled trials (RCTs) about the effects of SMT on CNSNP were searched from PubMed, Web of Science, Cochrane Library, EMBASE, EBSCO, CBM and CNKI from database establishment to December 31st, 2021. At least two researchers extracted the data. Cochrane bias risk assessment tool and Physiotherapy Evidence Database Scale were used to evaluate the quality of the included articles. Revman 5.4 software and Stata 16.0 software were used for meta-analyses and publication bias analysis respectively. Results A total of 15 RCTs that represented 1 067 participants were evaluated. In terms of body functions, compared with the control group, SMT significantly reduced Visual Analog Score for pain (MD = -0.85, 95%CI -1.06 to -0.63, P < 0.00001) and Numerical Rating Scale (MD = -0.92, 95%CI -1.29 to -0.55, P < 0.001), increased pressure pain thresholds (SMD = 0.67, 95%CI 0.47 to 0.86, P < 0.001), cervical range of motion (ROM) of flexion/extension (SMD = 0.51, 95%CI 0.33 to 0.68, P < 0.001) and rotation (SMD = 0.20, 95%CI 0.01 to 0.38, P = 0.04), improved root mean square of cervical muscles electromygraphy (MD = 2.17, 95%CI 0.06 to 4.29, P = 0.04), but not significantly in cervical ROM of lateral flexion (SMD = 0.19, 95%CI -0.00 to 0.38, P = 0.06), cervical strength (SMD = -0.18, 95%CI -0.84 to 0.49, P = 0.60) and endurance (SMD = 0.18, 95%CI -0.39 to 0.75, P = 0.53). In term of activities and participation, SMT significantly improved cervical disability (MD = -0.96, 95%CI -1.55 to -0.38, P = 0.001), but not significantly in health status of patients with CNSNP (SMD = 0.08, 95%CI -0.03 to 0.20, P = 0.15). Conclusion SMT could improve pain intensity, pain sensitivity, cervical ROM and disability in patients with CNSNP, but its efficacy on muscle function, proprioception and health status is unclear.
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@#Objective To systematically research the policies and core contents of World Health Organization (WHO) and United Nations Educational, Scientific and Cultural Organization (UNESCO) documents on policies, guidelines and standards for health-promoting schools and health services. Methods These policy documents included Making Every School a Health-promoting School: Implementation Guidelines, WHO Guidelines on School Health Services, and Making Every School a Health Promoting School Global Standards and Indicators, which construct a conceptual and policies framework for health-promoting schools. In perspective of health service system, this study systematically explored the policies, guidelines and standards of WHO and UNESCO on health-promoting schools and health services, as well as the role of health-promoting school component systems in promoting the health of children and how physical activity can be an important area of health-promoting schools. Results The Health Promoting Schools Initiative is an important area of research for the WHO health services. Making Every School a Health-promoting School: Implementation Guidelines primarily serves students aged five to 19, teachers and other staff in schools. WHO Guidelines on School Health Services cover a variety of activity types including health promotion, health education, preventive interventions, clinical assessment and health services management. Making Every School a Health Promoting School Global Standards and Indicators covers eight global criteria and thirteen specific areas in the areas of policy resources, curriculum and environment, and community engagement. Conclusion WHO and UNESCO have proposed a series of policies related to building health-promoting schools, which focus on child health and advocate the promotion of child and adolescent health, public health, education, social and economic development through schools to achieve the goal of safeguarding the health rights of children and adolescents and meeting health needs. Following the WHO Guidelines on School Health Services and Making Every School a Health Promoting School Global Standards and Indicators, it proposed to incorporate educational and physical education tools into the school health service system.