Práticas em Educação Especial à Luz do Modelo Biopsicossocial: O Uso da CI F-CJ como Referencial na Elaboração dos Programas Educativos Individuais

info:eu-repo/semantics/publishedVersio

Eligibility for Special Education Services: Six Years of the ICF-CY Implementation

The debate around students? eligibility for special education services remains actual due to its preponderance for determining the resources allocation and services distribution (Burke & Ruedel, 2008; Hollenweger, 2008). This is also the case of Portugal that in 2008 enacted a special education law, which prescribed a new approach for defining the target group for special education services based on the use of the International Classification of Functioning, Disability and Health, version for children and youth, ICF-CY (2007), as a common language and framework to guide the assessment and eligibility determination processes. Special education services were defined for students with: "significant limitations in terms of activity and participation in one or more areas of life, due to structural and functional permanent changes resulting in continued difficulties in communication, learning, mobility, autonomy, interpersonal relationships and social participation" (Paragraph 1 of Article 1st, Chapter I). In line with this definition, DL 3/2008 introduced the principle that documentation of functioning profiles of students ? reflecting the ICF terminology and framework ? should base eligibility determination

Translation, Adaptation and Validation of the Portuguese Version of Children’s Assessment of Participation and Enjoyment / Preferences for Activities of Children (CAPE / PAC)

This study aimed to translate, adapt linguistically and culturally, and validate the Portuguese version of the Children’s Assessment of Participation and Enjoyment/Preferences for Activities of Children (CAPE/PAC). CAPE/PAC is a tool that measures the participation of children and youth with and without disabilities in leisure activities, considering behavioral, contextual and affective aspects. The Portuguese version resulted from a process of translation, back-translation, analysis by experts and pilot application to obtain evidence of content validity. The instrument was administered with 361 children − 306 without disabilities and 55 with disabilities – from five school clusters in the district of Porto, aged 6 to 18 years old. Data were analyzed for internal consistency – to determine the degree of homogeneity of the instrument’s items – as well as for the standardization of the participation of children and youth with and without disabilities, and their comparison with evidence from studies evaluating similar constructs. The results revealed that the Portuguese version of CAPE/PAC exhibits emerging evidence of reliability and validity.info:eu-repo/semantics/publishedVersio

Linking the Carolina Curriculum for Preschoolers with Special Needs to the ICF-CY

info:eu-repo/semantics/publishedVersio

Consultancy In Action: Implementing The ICF-CY Within The New Practices In Special Education Needs Assessment In Armenia

Over the last decade, with the help of UNICEF, international organizations and the civil society, the Armenian government has been developing efforts to reform the education system and promote inclusive education by expanding the network of inclusive schools and increasing budgetary allocations to children with special education needs. As a next major step the Ministry of Education plans to gradually transform special schools into resources centres supporting inclusive education

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

Evaluating the influence of person-environment interactions on students' performance is a fundamental requirement for planning individualized educational interventions. Such understanding grounded the use of the International Classification of Functioning, Disability and Health as a reference framework to support special needs assessment in the Portuguese educational system. This study sought to investigate the extent to which special education teams reported relationships between Body Functions, Activities and Participation, and Environmental Factors in Individualized Education Programmes for students with additional support needs and what types of relations were mostly described.info:eu-repo/semantics/publishedVersio

Evaluating implementation of the International Classification of Functioning, Disability and Health in Portugal's special education law

This paper reports the results of a national two-year project, commissioned by the Portuguese Ministry of Education, to investigate the implementation of the International Classification of Functioning, Disability and Health (ICF) under Decree-Law 3/2008. The Decree-Law also introduced the principle that the documentation of students' functioning profiles should be the basis for eligibility decision-making – replacing the need of a diagnosis. Of specific interest was the study of the ICF implementation in the assessment, eligibility and intervention processes of students in need of specialised supports. To that end, the study was based on a document analysis of case records of 214 students. The analysis of functioning profiles showed that the ICF use promoted a functional approach in students' assessment. In addition, the use of the ICF contributed to the differentiation of eligible and non-eligible students based on their functioning profiles and addressed the most suitable educational interventions within the Individualised Education Plans.info:eu-repo/semantics/publishedVersio

Implementation of the International Classification of Functioning, Disability and Health (ICF) in Portuguese Special Education Policy and Practice

In January 2008 with the introduction of the Decree-L aw n.º3/2008, Portugal became the first country implementing the International Classification of Functioning, Disability and Health, ICF (WHO, 2001) as a framework to be obligatorily used in special education system. This policy was responsible for the introduction of substantial changes among which the ICF implementation to support the assessment and eligibility processes represented the major challenge for educational professionals

Práticas em Educação Especial à Luz do Modelo Biopsicossocial: O Uso da CI F-CJ como Referencial na Elaboração dos Programas Educativos Individuais

A introdução na legislação do uso da CIF-CJ como referencial dos processos de avaliação/intervenção em educação especial (cf. Decreto-Lei nº 3/2008) torna pertinente analisar o modo como as novas orientações têm influenciado as práticas de atendimento educativo dos alunos com NEE. O presente estudo examina 120 Programas Educativos Individuais (PEIs), elaborados para os mesmos indivíduos antes e após a promulgação do decreto. Os resultados revelam que a documentação da incapacidade, efectuada em referência ao modelo biopsicossocial operacionalizado pela CIF-CJ, inclui espectros mais alargados de indicadores de funcionalidade. Contudo, as propostas de medidas focalizadas na promoção da participação e na habilitação ambiental permanecem, ainda, incipientes. A necessidade de se promover descrições compreensivas do desempenho e uma maior interligação entre os processos de avaliação e de intervenção encabeça um conjunto de recomendações que pretendem instigar reflexões sobre as potencialidades do uso da CIF-CJ no suporte à formulação dos PEIs

School-based practices of occupational therapists for an inclusive education in Portugal

The present study is part of a project that aims to develop a common framework defining general requirements – in terms of skills, contents and methods – to be considered on occupational therapists (OT)’ training for school-based practices aligned with the principles of inclusion. Although the concept of inclusive education has been, consensually, defined as the enablement of school contexts to support the access, participation and progression of all students - considering a wide spectrum of learning and functioning profiles -, the bridging of that conception and the field of practices has been subject to different understandings (e.g., Amor et al., 2019). Within school-based OT such praxeological divergences can be recognized in terms of the prominence assigned to in-class vs pull-out services; to child-direct vs consultation practices; and/or rehabilitation vs participation-centered approaches (e.g., Kaelin et al., 2019). In Portugal, there is around 90 Inclusive Resource Centers – IRC (DGE, 2019), which general goal is to mobilize specialized human resources – including the OT – to incorporate multidisciplinary teams at schools (along with regular and special education teachers, psychologists, principals, parents) promoting the process of inclusion of children in need of additional supports.info:eu-repo/semantics/publishedVersio