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Abstract
Purpose. Education is represented in the ICF-CY both as participation and as environment, giving it a unique position in the ICF. This article links the functioning of education systems to the functioning of children and describes a framework to analyse processes and structures influencing the functioning of individuals.
Method. A matrix was developed by combining chronological with systems perspectives to represent sequences of specific educational settings and the levels or structure of education systems.
Results. The matrix can be used to disaggregate disability-related information in different settings and compares it across time and levels of education systems. It is helpful to understand the relationship between clinical labels, service provision, eligibility criteria and definitions of thresholds.
Conclusion. The methodology developed for the purpose of clarifying the application of the ICF-CY in education systems may be useful to help in further testing the ICF model and its application by professionals in education and health systems.
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Acknowledgements
MHADIE project was funded by the European Commission, Sixth Framework Programme. Contract Number: SP-24-CT-2004-513708, thematic priority ‘Scientific Support to Policies’.
Declaration of interest
Through their participation in MHADIE, André Kunz, Kai Felkendorff, Peter Diezi and Walter Kern, Zurich University of Teacher Education contributed to the generation of some of the ideas presented in this paper. The author is grateful to them for their inputs and critical feedback.