实施残疾人高等教育教师资格制度——美国经验及启示  

The Enlightenment from Professional Development of US Special Educators in Higher Education for the Disabled Students

作　　者：滕祥东[1] 任伟宁[1] 陈瑛华[1] TENG Xiang-dong REN Wei-ning CHEN Ying-hua(College of Special Education, Beijing Union University, Beijing 100075, China)

机构地区：[1]北京联合大学特殊教育学院,北京100075

出　　处：《北京联合大学学报（人文社会科学版）》2017年第2期117-124,共8页Journal of Beijing Union University(Humanities and Social Sciences)

基　　金：全国教育科学"十二五"规划教育部重点课题"残疾人高等教育院校教师专业化特色研究"(项目编号:DFA110214)

摘　　要：近年来我国残疾人高等教育持续发展,残疾人接受高等教育的需求不断扩大,凸显残疾人高等教育教师队伍发展面临结构不合理和整体专业水平不高的问题。美国通过确立特殊教师专业标准、实施特殊教育教师资格制度、允许残疾人高等院校作为用人单位提出个性要求三种方式,共同规范了残疾人高等教育教师发展的学术标准与管理制度,启示我国当前残疾人高等教育应当建立教师专业标准、建立并实施残疾人高等教育教师资格证制度,以促进残疾人高等教育教师的专业发展,提高残疾人高等教育人才培养质量。In recent years, higher education for the disabled students in China has sustainably developed and more and more disabled students express their hope to receive higher education, which highlights the problems of structural imbalance and the overall professionalism of special educators in higher education. In the United States, three ways are used to jointly regulate the development of special educators in higher education, including the development of CEC Professional Standards, the implementation of qualification system, the allowing of other requirements from the university for the disabled. Learning from the United States, higher special education in China may develop a professional standard for its special educators, implement its system of qualification certificates, and combine teachers＇ pre - service education and post - service management to lead the professional development of special educators in higher education.

关 键 词：教师专业发展 专业标准 资格制度 残疾人高等教育 

分 类 号：G769.712[文化科学—特殊教育学]