Dimensões ambientais e produtos e tecnologias influentes na participação e inclusão de alunos com incapacidade

Silveira-Maia, Mónica; Santos, Pedro Nuno de Azevedo Lopes Dos; eira, María Manuela Pires Sanches Fernandes Ferr; Alves, Sílvia; Parada, Ana Dopico

doi:10.6018/j/308921

Cited by 2 publications

(2 citation statements)

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“…In education, recent contributions encouraging the use of relational patterns between ICF-CY components have been mostly relying on conceptual grounds [21,22]. Few others have been statistically exploring associations between Participation restrictions and Body Functions impairments [23] or Environmental Factors [24,25]. However, educational assessment and intervention processes remain largely informed by child-centred approaches focusing on children's limitations and impairments [26].…”

Section: Icf-cy Framework and Taxonomymentioning

confidence: 99%

“…Similar results have already been found in other studies [11,27], which report that components' coding is mostly made as separate topics, not informing how do they relate with each other. This limited use of an interactive approach underlines that teacher professional development programmes should pay particular attention to the expansion and deepening of professionals' knowledge on student-environment interaction patterns [25][26][27].…”

Section: Functions/structures Activities Andmentioning

confidence: 99%

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The use of the international classification of functioning, disability and health in an interactive perspective: the assessment and intervention of students’ additional support needs in Portugal

Silveira-Maia

Santos

Sanches-Ferreira

et al. 2018

Disability and Rehabilitation

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Code-relations consisted in 6.1% out of the total of meaning units found in textual segments concerning assessment and intervention processes. Code-relations were chiefly focused on mental functions, learning and applying knowledge, and products and technology. Intervention plans were predominantly presented as separate lists of goals and strategies, focusing Activities and Participation (67.8%), Body Functions (16.1%) and Environmental Factors (16.2%). Within the reduced amount of contents in which there was a match between goals and strategies, only 8.2% were directly connected with assessment data. Recommendations are made for the implementation of an interactive approach when using the International Classification of Functioning, Disability and Health in educational contexts. Implications for rehabilitation The adoption of the International Classification of Functioning, Disability and Health in the educational context goes beyond the use of a universal language including, as well, the potential to foster a multidimensional and comprehensive approach to students' needs. Professionals' approach in special needs assessment is often partial and segmented, suggesting a narrow understanding of the relationships between body functions, activities and participation, and environmental factors. Our findings support the need for an expanded focus on person-environment interactions, considering students' participation in different domains of life - besides learning - as well as the impact of environmental barriers over students' participation; Training programmes centred on a biopsychosocial understanding of human functioning, the establishment of a transdisciplinary collaborative culture and the use of dynamic assessment tools may equip professionals with appropriate conditions to use the International Classification of Functioning, Disability and Health within an interactive perspective.

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