The development of a structured schedule for collecting ICF-CY-based information on disability in school and preschool children

Abstract

The aim of this study was to present the development of an instrument to collect disability information in school settings, based on the International Classification of Functioning, Disability and Health, Children and Youth version (ICF-CY): the ICF-PEI Schedule (ICF-CY-based schedule for Individualized Education Plan). Through an action-research process, a group of 14 teachers participated in the definition of a comprehensive list of ICF-CY categories, which were then used in a pilot test: categories relevant in at least 30% of the cases were retained. Teachers also reported the most relevant difficulties they had in using the ICF-CY questionnaires: these were discussed in plenary. On the basis of a pilot test and teachers' difficulties, a set of structured, easy to use and feasible questions for the school context were developed. A total of 118 ICF-CY categories were included in the preliminary list and 67 were retained. The most relevant difficulties in using ICF-CY questionnaires were as follows: obtaining reliable information on bodily impairments; using capacity in activities and participation; using qualifiers in 'borderline situations'; and identifying systems and policies as barriers or facilitators. The ICF-PEI Schedule is composed of 62 items, with a simplified rating scale. Teachers are asked to rate performance, which is directly observed, and to address which environmental factors impact it; thus, environmental factor rating is simplified. The ICF-PEI Schedule was drafted as a feasible instrument for school settings to collect and exploit functioning and disability data. Teachers can fruitfully employ it to assist in the definition of educational objectives and verify them longitudinally.

The application of the International Classification of functioning, disability and health for the evaluation of the effectiveness of rehabilitation: methodology, practical experience, results

“…В таком виде МКФ более востребована как инструмент для науч-ных исследований, а не практической деятельности врача-клинициста [6][7][8]. На практике чаще приме-няют сокращенные варианты классификации с на-бором определенных информативных признаков (оптимального симптомокомплекса) при конкрет-ных нозологических формах заболеваний, это так называемые базовые наборы (БН) [9,10]. Формиро-вание БН происходит по результатам исследований, основанных на многотысячных выборках, в кото-рых принимают участие как профессионалы здраво-охранения, так и эксперты смежных специально-стей.…”

Inclusion Through Participation: Understanding Participation in the International Classification of Functioning, Disability, and Health as a Methodological Research Tool for Investigating Inclusion

“…Very few mapped to the Environmental Factors component. Similarly, when developing a set of structured, easy to use, and feasible questions for the school context Raggi et al (2014) found that a group of 14 teachers who identified 118 ICF-CY categories that were relevant to a school context, however only 62 were ultimately included in the ICF-CY-PEI schedule that the researchers have developed.…”

“…Raggi et al (2014) also encountered difficulties with the understanding of environmental factors when teachers were required to rate performance; this was solved through direct observation, in order to simplify environmental factor rating.…”

“…The PEM-CY also uses parents as proxy-measures for an assessment of the children's participation. The third tool that used the ICF to develop measuring instruments was developed in Italy by Raggi et al (2014). Their study aimed to develop an instrument to collect disability information in school settings, based on the ICF-CY.…”

“…ICF or ICF-CY codes or categories as a common language for health-related information. The studies that directly used the ICF framework within an existing research methodological framework (Castro et al, 2011(Castro et al, , 2014Maxwell and Granlund, 2011;Maxwell and Koutsogeorgou, 2012;Maxwell et al, 2012a,b;Moretti et al, 2012;Koutsogeorgou et al, 2013;Raggi et al, 2014;Klang et al, 2016) all used the Linking rules developed by Cieza et al (2005) and the Guidelines for coding ICF presented in the ICF-CY, annex 2 (World Health Organization, 2007, p. 234). For the document analyses practices for qualitative content analysis were also taken into consideration (Krippendorff, 2004).…”