TY - CHAP
T1 - The ICF goes to school
T2 - Contributions to policy and practice in education
AU - Ellingsen, Kirsten
AU - Karacul, Eda
AU - Chen, Meng Ting
AU - Simeonsson, Rune J.
N1 - Publisher Copyright:
© 2018 selection and editorial matter, Susana Castro and Olympia Palikara; individual chapters, the contributors.
PY - 2017/1/1
Y1 - 2017/1/1
N2 - The school, as the universal setting for children in every country in the world, has needed a definitional and classification system to guide policy and practice in defining the match between child functioning and performance and characteristics of the learning environment. The ICF-CY provides a standard approach to define the characteristics and needs of children relative to the demands of the educational environment. The ICF-CY offers a framework and taxonomy to provide comprehensive documentation of the dimensions of learning and performance needs of students and the corresponding school environment to meet those needs through instruction and individualised support. Characteristics of attending, responding, learning, social interaction and the acquisition of skills included in the ICF-CY are relevant to the instruction of all students and have particular significance for practices in special education and school psychology. The purpose of this chapter is to describe application of the ICF-CY as a common language for administrators and practitioners in education and related services and provide recommendations for future use to support educational participation and inclusion for all children.
AB - The school, as the universal setting for children in every country in the world, has needed a definitional and classification system to guide policy and practice in defining the match between child functioning and performance and characteristics of the learning environment. The ICF-CY provides a standard approach to define the characteristics and needs of children relative to the demands of the educational environment. The ICF-CY offers a framework and taxonomy to provide comprehensive documentation of the dimensions of learning and performance needs of students and the corresponding school environment to meet those needs through instruction and individualised support. Characteristics of attending, responding, learning, social interaction and the acquisition of skills included in the ICF-CY are relevant to the instruction of all students and have particular significance for practices in special education and school psychology. The purpose of this chapter is to describe application of the ICF-CY as a common language for administrators and practitioners in education and related services and provide recommendations for future use to support educational participation and inclusion for all children.
UR - http://www.scopus.com/inward/record.url?scp=85050297724&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85050297724&partnerID=8YFLogxK
U2 - 10.4324/9781315519692
DO - 10.4324/9781315519692
M3 - Chapter
AN - SCOPUS:85050297724
SN - 9781138698178
SP - 115
EP - 133
BT - An Emerging Approach for Education and Care
PB - Taylor and Francis
ER -
