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

References

• UN – United Nations. Convention on the rights of persons with disabilities. New York: United Nations Division for Social Policy and Development; 2006.
   Google Scholar
• De Polo G, Pradal M, Bortolot S, et al. Children with disability at school: the application of ICF-CY in the Veneto region. Disabil Rehabil. 2009;31:S67–S73.
   PubMed Web of Science ®Google Scholar
• Francescutti C, Gongolo F, Simoncello A, et al. Description of the person-environment interaction: methodological issues and empirical results of an Italian large-scale disability assessment study using an ICF-based protocol. BMC Public Health. 2011;11:S11.
   PubMed Web of Science ®Google Scholar
• Hollenweger J. Development of an ICF-based eligibility procedure for education in Switzerland. BMC Public Health. 2011;11:S7–S8.
   PubMed Web of Science ®Google Scholar
• Tokunaga A. Trends and perspective of the use of International Classification of Functioning, Disability and Health (ICF) on special needs education in Japan. J Special Educ Asia Pacific. 2006;2:17–30.
   Google Scholar
• Reindal S. What is the purpose? Reflections on inclusion and special education from a capability perspective. Eur J Special Needs Educ. 2010;25:1–12.
   Google Scholar
• Florian L, Hollenweger J, Simeonsson R, et al. Cross-cultural perspectives on the classification of children with disabilities. J Spec Educ. 2006;40:36–45.
   Web of Science ®Google Scholar
• Hollenweger J. Cross-national comparisons of special education classification systems. In: Florian L, McLaughlin M, editors. Disability classification in education: issues and perspectives. CA: Corwin Press; 2008. p.11–27.
   Google Scholar
• Simeonsson R, Simeonsson N, Hollenweger J. International Classification of Functioning, Disability and Health for children and youth: a M language for special education. In: Florian L, McLaughlin M, editors. Disability classification in education: issues and perspectives. California: Corwin Press; 2008. p. 207–217.
   Google Scholar
• Florian L, McLaughlin MJ. Disability classification in education: issues and perspectives. Thousand Oaks (CA): Corwin Press; 2008.
   Google Scholar
• Silveira-Maia M, Lopes-dos-Santos P, Sanches-Ferreira M. How the use of the International Classification of Functioning, Disability and Health for children and youth changed the individualized education programs in Portugal. Int J Inclusive Educ. 2017;21:573–583.
   Web of Science ®Google Scholar
• Ministério d. E. Decreto-Lei n.°3/2008. Diário da República, 7 de Janeiro. 2008.
   Google Scholar
• Capucha L, Pereira F, Crespo A, et al. Educação especial – manual de apoio à prática. Lisboa: direcção-geral de inovação e de desenvolvimento curricular; 2008.
   Google Scholar
• World Health Organization. International Classification of Functioning, Disability and Health. Geneva: World Health Organization; 2001.
   Google Scholar
• World Health Organization. International Classification of Functioning, Disability and Health – version for children and youth. Geneva: World Health Organization; 2007.
   Google Scholar
• Simeonsson R, Leonardi M, Lollar D, et al. Applying the International Classification of Functioning, Disability and Health (ICF) to measure childhood disability. Disabil Rehabil. 2003;25:602–610.
   PubMed Web of Science ®Google Scholar
• Mallinson T, Hammel J. Measurement of participation: intersecting person, task, and environment. Arch Phys Med Rehabil. 2010;91:S29–S33.
   PubMed Web of Science ®Google Scholar
• Masala C, Petretto D. From disablement to enablement: conceptual models of disability in the 20th century. Disabil Rehabil. 2008;30:1233–1244.
   PubMed Web of Science ®Google Scholar
• Noreau L, Boschen K. Intersection of participation and environmental factors: a complex interactive process. Arch Phys Med Rehabil. 2010;91:S44–S53.
   PubMed Web of Science ®Google Scholar
• World Health Organization. International classification of impairments, disabilities and handicaps: a manual of classification relating to the consequences of disease. Geneva: World Health Organization; 1980.
   Google Scholar
• Maxwell G, Alves I, Granlund M. Participation and environmental aspects in education and the ICF and the ICF-CY: findings from a systematic literature review. Dev Neurorehabil. 2012;15:63–78.
   PubMed Web of Science ®Google Scholar
• Granlund M. Participation-challenges in conceptualization, measurement and intervention. Child Care Health Dev. 2013;39:470–473.
   PubMed Web of Science ®Google Scholar
• Schenker R, Coster W, Parush S. Neuroimpairments, activity performance, and participation in children with cerebral palsy mainstreamed in elementary schools. Developmental Med Child Neurol. 2005;47:808–814.
   PubMed Web of Science ®Google Scholar
• Eriksson L. The relationship between school environment and participation in students with disabilities. Pediatric Rehabil. 2005;8:130–139.
   PubMedGoogle Scholar
• Silveira-Maia M, Lopes-dos-Santos P, Sanches-Ferreira M, et al. Dimensões ambientais e produtos e tecnologias influentes na participação e inclusão de alunos com incapacidade. Educatio. 2017;35:105–128.
   Web of Science ®Google Scholar
• Lebeer J, Partanen P, Candeias A. The Need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the daffodil project. Transylvanian J Psychol. 2013;Special Issue:175–205.
   Google Scholar
• Sanches-Ferreira M, Lopes-dos-Santos P, Alves S, et al. Dynamic functioning profiles using the ICF-CY: outcomes of a teacher training program applied in Portugal. Int J Inclusive Educ. 2017;22:734–750.
   Web of Science ®Google Scholar
• Direção Geral de Estatisticas da Educação e da Ciência. Estatisticas Globais: educação pré-escolar, Ensino básico e Secundário. Direção Geral de Estatisticas da Educação e da Ciência; 2014.
   Google Scholar
• Klang Ibragimova N, Pless M, Adolfsson M, et al. Using content analysis to link texts on assessment and intervention to the International Classification of Functioning, Disability and Health – version for children and youth (ICF-CY). J Rehabil Med. 2011;43:728–733.
   PubMed Web of Science ®Google Scholar
• Darcy L, Enskär K, Granlund M, et al. Health and functioning in the everyday lives of young children with cancer: documenting with the International Classification of Functioning, Disability and Health – children and youth (ICF-CY). Child Care Health Dev. 2015;41:475–482.
   PubMed Web of Science ®Google Scholar
• Graneheim U, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achietrustworthiness. Nurse Educ Today. 2004;24:105–112.
   PubMed Web of Science ®Google Scholar
• Cieza A, Geyh S, Chatterji S, et al. ICF linking rules: an update based on lessons learned. J Rehabil Med. 2005;37:212–218.
   PubMed Web of Science ®Google Scholar
• Carley K. Coding choices for textual analysis: a comparison of content analysis and map analysis. Sociological Methodol. 1993;23:75–126.
   Web of Science ®Google Scholar
• Dijk T. Semantic discourse analysis. Handbook of discourse analysis. London: Academic Press; 1985.
   Google Scholar
• Cicchetti D. Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment. 1994; 6:284–290.
   Google Scholar
• Drasgow E, Yell M, Robinson T. Developing legally and educationally appropriate IEPs. Remedial Special Educ. 2001;22:359–373.
   Web of Science ®Google Scholar
• Maxwell G, Granlund M. How are conditions for participation expressed in education policy documents? A review of documents in Scotland and Sweden. Eur J Special Needs Educ. 2011;26:251–272.
   Google Scholar
• Wehemeyer M, Shogren K, Singh N, et al. Strengths-based approaches to intellectual and developmental disabilities. In: Shogren K, Wehmeyer M, Singh N, editors. Handbook of positive psychology in intellectual and developmental disabilities. New York (NY): Springer Series on Child and Family Studies; 2017. p. 13–21.
   Google Scholar
• Thompson J, Wehmeyer M, Hughes C. Mind the gap! Intellectual disability as individual-environment fit: implications for students, teachers, and schools. Exceptionality: A Special Educ J. 2010;18:168–181.
   Web of Science ®Google Scholar
• Sanches-Ferreira M, Lopes-dos-Santos P, Alves S, et al. How individualized are the Individualised Education Programmes (IEPs): an analysis of the contents and quality of the IEPs goals. Eur J Special Needs Educ. 2013;28:507–520.
   Web of Science ®Google Scholar
• Arsenopoulou V. Implementation of the ICF-CY in an early intervention program. Paper presented at 1st international conference on research in education; 2017 July 19–21; Porto, PT.
   Google Scholar