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Browsing ESE - EE - Artigos by Author "Alves, Sílvia"
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- A avaliação das necessidades de apoio no desenvolvimento de planos individuais de transiçãoPublication . Santos, Miguel; Sanches-Ferreira, Manuela; Silveira-Maia, Mónica; Martins, Susana; Alves, Sílvia; Lopes-dos-Santos, PedroUma sociedade inclusiva assenta na garantia e defesa dos direitos humanos e é caracterizada pela participação de todos os cidadãos nas várias dimensões e contextos da vida. Neste ensaio, demonstraremos como a avaliação das necessidades de apoio dos jovens com incapacidade intelectual, e especificamente a avaliação através da Supports Intensity Scale (SIS - Escala de Intensidade de Apoios), constitui um passo essencial no desenvolvimento de Planos Individuais de Transição numa perspetiva centrada na pessoa, que pragmatiza os princípios de uma sociedade inclusiva.
- Evaluating implementation of the International Classification of Functioning, Disability and Health in Portugal's special education lawPublication . Sanches-Ferreira, Manuela; Simeonsson, Rune J.; Silveira-Maia, Mónica; Alves, SílviaThis 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.
- How individualised are the Individualised Education Programmes (IEPs): an analysis of the contents and quality of the IEPs goalsPublication . Sanches-Ferreira, Manuela; Lopes-dos-Santos, Pedro; Alves, Sílvia; Santos, Miguel; Silveira-Maia, MónicaIt is widely accepted that students with additional support needs benefit substantially from the implementation of individualised, intentional and planned interventions (e.g. Pretti-Frontczak and Bricker 2000; Wolery 2000). These interventions are usu- ally reported in the Individualised Education Programme (IEP) that constitutes the educational map for students with disabilities (Ruble et al. 2010) and contributes to ‘bridge (…) “what is” and “what can be”’ in students’ life (Thompson et al. 2009, 138). These geographical metaphors are pertinent because they suggest a parallel between a journey and the three central dimensions of an IEP (Bateman and Herr 2006; Lee-Tarver 2006): (a) a specific departure point – the child’s present level of performance; (b) a personal destination – measurable goals; (c) an individualised route and vehicle – needed supports and services. Individualisation, therefore, has been described as the nuclear factor for intervention effectiveness (Wolery 2000).
- Portugal's special education law: implementing the International Classification of Functioning, Disability and Health in policy and practicePublication . Sanches-Ferreira, Manuela; Simeonsson, Rune J; Silveira-Maia, Mónica; Alves, Sílvia; Tavares, Ana; Pinheiro, SaraThe International Classification of Functioning, Disability and Health (ICF) was introduced in Portuguese education law as the compulsory system to guide eligibility policy and practice in special education. This paper describes the implementation of the ICF and its utility in the assessment process and eligibility determination of students for special education.
- The use of the ICF-CY for describing dynamic functioning profiles: outcomes of a teacher training programme applied in PortugalPublication . Sanches-Ferreira, Manuela; Lopes-dos-Santos, Pedro; Alves, Sílvia; Silveira-Maia, MónicaIn keeping with the international trend towards inclusive education and a contextsensitive approach to students’ needs, Portugal enacted, in 2008, a law that stipulated the use of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY) to inform special needs assessment and eligibility procedures. The necessity of conceptual and practical adjustments in the use of the ICF-CY brings up the need for training programmes that can properly prepare regular and special education teachers. This paper examines the impact of an in-service training for teachers on using the ICF-CY for describing the functioning profiles of students supported by special education services. A 25-hour in-service training was developed focusing on the biopsychosocial and person–environment fit perspectives of the ICF-CY framework. To evaluate the effects of training, 236 descriptions of functioning profiles – produced before and after the in-service training – were compared. Results showed that the model adopted in the in-service teacher training course contributed to the enhancement of teachers’ skills in describing more comprehensive functioning profiles of students, reflecting a dynamic perspective among the ICF-CY components. Specifically, teachers were more able to describe the impact of the environment on student’s functioning, identifying facilitators and barriers that may inform the definition of strategies in Individualized Education Programs.
- The Use of the International Classification of Functioning, Disability and Health (ICF) Framework on Educational Planning: Promoting an Environmental ApproachPublication . Silveira-Maia, Mónica; Santos, P. Lopes dos; Sanches-Ferreira, Manuela; Tavares, A.; Alves, Sílvia; Pinheiro, S.Portugal was the first country decreeing the formal use of the International Classification of Functioning, Disability and Health (ICF) framework as basis for guiding assessment and planning processes within the special education field. Compared to traditional approaches, the ICF places a greater emphasis on understanding environmental contexts and their influence on human functioning. The aim of this study was to analyze the impact of its use on improving the environmental approach on assessment and intervention processes. A content and semantic analysis was carried out on 280 IEPs designed before and after the ICF use for 140 students in need of special supports. Results revealed that the assessment process of a same student included a wider spectrum of environmental factors when designed using ICF framework. This step forward on assessment processes still needs to trigger the person-environment fit perspective on intervention planning. The analysis of environmental factors’ influence on students functioning (Body Functions and Activities and Participation) is seen as the guiding principle for the ICF use improvement supporting the IEPs design.