An Emerging Approach for Education and Care provides a synthesis of the extensive research that has been conducted worldwide about the International Classification of Functioning, Disability and Health for Children and Youth in education and care. The main purpose of the ICF is to provide a classification of functioning for adults and children with difficulties, considering their everyday lives, all the activities they perform and the environments they are embedded in, in addition to their health condition, which has been the traditional focus of Special Education provision in many countries.
Each chapter presents an evidence-based study describing how the ICF has been used to improve the provision of services for children and young people with Special Educational Needs around the world. Moreover, each chapter is written by an expert on the ICF from a different country, thus providing an overview of how the ICF can be applied in international educational contexts with different educational and health systems and cultural backgrounds. This synthesis of world-leading research focuses on the ICF as a framework to approach assessment, intervention and classification for children and young people with SEN, whilst also providing practical examples of how it can be implemented.
An Emerging Approach for Education and Care will be essential reading for academics, researchers and practitioners working on Special Educational Needs provision and rehabilitation. It should also be of great interest to those involved in the study of early childhood education, and for postgraduate students aspiring to work in these settings.
Table of Contents
List of Contributors
Part 1. Theoretical Foundations of the ICF
1. The International Classification of Functioning, Disability and Health - Children and Youth: a Universal Resource for Education and Care of Children
2. Applying ICF in Education and Care
Part 2. Contributions of the ICF to Policy on Education and Care
3. The Education Health and Care Planning Process in England
4. The Use of the ICF-CY for Supporting Inclusive Practices in Education: Portuguese and Armenian Experiences
5. The Use of the ICF-CY in Special Needs Education in Japan
6. Development of the FUNDES-Child and its Implications for the Education of Taiwanese Children
Part 3. Contribution of the ICF to Education and Care – Applications in Professional Practice
7. The ICF Goes to School: Contributions to Policy and Practice in Education
8. The ICF-CY and Collaborative Problem Solving in Inclusive Early Childhood Education and Care
9. ICF-CY in Early Childhood Intervention: a Step-by-step Model for Assessment-intervention Processes
10. “Let us be prepared, but wait and see”: the Use of ICF-CY in Early Childhood Intervention and Paediatric Social Care in Germany and Neighbouring Countries
11. ICF Applications in Health Care for Children with Cancer in Sweden
12. The ICF-CY in Habilitation Services for Children
13. Implementation of the International Classification of Functioning, Disability and Health (ICF) in the Turkish Education System
14. Human Rights of Children with Disability: Exploring the Role of the ICF-CY
Susana Castro is a Psychologist and Senior Lecturer in Education Studies at the University of Roehampton. She has a background in Early Childhood Intervention and has an extensive research background on research and professional applications of the ICF/ICF-CY in education and care. She has also conducted extensive training on the use of the ICF-CY for education and care.
Olympia Palikara is a Senior Lecturer in Educational Psychology at the University of Roehampton, London. She trained as an educational psychologist and her research interest concerns the educational and psychosocial outcomes of children and young people with special educational needs. She is an Associate Fellow of the British Psychological Society, a Fellow of Royal Society of Arts and a Fellow of the Higher Education Academy.
This important and timely book brings together innovative research on the International Classification of Functioning (ICF) in relation to children’s and young people’s education, health and care services.
Informed by the complex debate on the use of classificatory systems in education, the book focuses on the relevance of the ICF for the theory, policy and practice in education. It presents a wide array of studies conducted in diverse educational settings in several countries, including new research in England.
Castro and Palikara have produced an incisive and informative book, which advances the debate on the use of the ICF in education in significant ways. This is a unique and compelling resource for educationalists, policy makers, and students.
Lorella Terzi, Professor of Philosophy of Education, University of Roehampton, London.