中国康复理论与实践2025，Vol.31Issue(3)：324-330,7.DOI:10.3969/j.issn.1006-9771.2025.03.009
0～3岁发育障碍婴幼儿家庭早期教育和康复的政策架构与支持系统研究
Policy framework and support systems for early family education and rehabilitation for infants and toddlers with developmental impairments
摘要
Abstract
Objective To explore the policy foundations of early family education and rehabilitation support systems for children with developmental disabilities aged zero to three years,based on the International Classification of Functioning,Disability and Health(ICF),and to construct a comprehensive,whole-person and whole-lifecycle support system integrating early childhood education and rehabilitation services for families;and to propose corresponding sys-tem architecture,construction pathways and governance models. Methods Policy documents were compared,which were related to children's rehabilitation from the World Health Orga-nization,early education guidelines for children with disabilities from the United Nations Educational,Scientific and Cultural Organization,the U.S.Individuals with Disabilities Education Act,European Union children's reha-bilitation policies,and the"14th Five-Year Plan"from China Disabled Persons'Federation.The related policy frameworks and key content of early family education and rehabilitation were reviewed,and the composition,implementation pathways and governance models of the support system were systymatically analyzed. Results The support system consisted of early screening and assessment,family education and parent training,counsel-ing and personalized education and rehabilitation support,community support and resource integration,and re-mote digital support platforms.The study proposed the implementation pathways for five systems,including early screening and assessment,family education and parent training,counseling and personalized rehabilitation support,community support and resource integration,and remote digital support platforms.It emphasized gover-nance mechanisms such as multidisciplinary collaboration,interdepartmental coordination and support from re-mote digital platforms to build a continuous service chain from standardized assessments to interdepartmental collaboration. Conclusion The person-centered approach and whole life span development concept based on the ICF model,as well as the guiding principles of the health services continuum,provide systematic theoretical and policy support for early childhood education and rehabilitation for children with developmental disabilities aged zero to three years.Through multidisciplinary collaboration,interdepartmental coordination and the application of digital platforms,a scientific,continuous and child-centered support system can be built.This not only facilitates early detection and precise intervention but also promotes multi-party collaboration among families,communities and profes-sional institutions.It will further integrate disability prevention,rehabilitation and healthcare services,thereby im-proving children's functional abilities and family quality of life.关键词
婴儿/幼儿/发育障碍/家庭教育/康复/支持系统Key words
infants/toddlers/developmental impairment/family education/rehabilitation/support system分类
预防医学引用本文复制引用
朱晨晨,廖思斯,刘悦,潘建明,朱竹林,夏币华,谢莹..0～3岁发育障碍婴幼儿家庭早期教育和康复的政策架构与支持系统研究[J].中国康复理论与实践,2025,31(3):324-330,7.基金项目
1.健康宁波研究基地项目(No.JD6-107) （No.JD6-107）
2.宁波市教育科学规划课题(No.2022YZD030) Supported by Healthy Ningbo Research Base Program(No.JD6-107)and Ningbo City Educaiton Science Planning(No.2022YZD030) （No.2022YZD030）
