Browsing by Author "Silveira-Maia, Mónica"
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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.
- Conditions for Implementing the ICF-CY in Education: The Experience in PortugalPublication . Sanches-Ferreira, Manuela; Silveira-Maia, Mónica; Alves, Sílvia; Simeonsson, Rune J.Reflecting international trends for implementing inclusive education, Portugal enacted a special education law (Law No. 3/2008) in 2008, defining substantial changes in educational practice. One of the most important changes consisted in determining that eligibility for special education services be based on the functioning profile of students documented with the International Classification of Functioning, Disability and Health, version for children and youth [ICF-CY, WHO (World Health Organization), 2007]. The study described in this manuscript belongs to a broader project and consisted of the administration of a survey to a nationally representative sample of 551 professionals, to examine factors they considered as most influential to the perceived ease in using the ICF-CY, as well as identifying the extent to which the professional groups and the enrollment on training relates to the opinion about the use of the ICF. For sample recruitment, 414 clusters of schools were randomly selected, stratified according to the distribution of schools in the different Regional Directorates of Education in Portugal. The survey consisted of demographic questions and 49 scaled items, assessed on a 4-point Likert scale in which respondents rated: (i) the perceived ease on the ICF-CY usage; (ii) their level of knowledge on conceptual and procedural aspects inherent to the Law implementation, as well as, on regard to performed roles defined; (iii) the extent to which their schools presented conditions for collaboration; and (iv) the importance of contextual variables as valued conditions for using the ICF-CY. Results showed that the establishment of mechanisms for collaboration and interdisciplinarity were central conditions to meet the comprehensiveness and rigor defining an ICF-CY-based assessment. Likewise, consideration of diverse backgrounds and needs of professional groups in terms of knowledge needs to be a central requirement for implementing an ICF-CY informed approach. An important implication for training programs is to have an expanded focus on demonstrations on how the ICF-CY can be used to support the implementation of socio-ecological and inclusive perspectives.
- Consultancy In Action: Implementing The ICF-CY Within The New Practices In Special Education Needs Assessment In ArmeniaPublication . Sanches-Ferreira, Manuela; Silveira-Maia, Mónica; Alves, Sílvia; Poghosyan, MeriOver 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.
- Developing Assessment pratice in ArmeniaPublication . Sanches-Ferreira, Manuela; Simeonsson, Rune; Silveira-Maia, Mónica; Alves, Silvia
- Dimensões ambientais e produtos e tecnologias influentes na participação e inclusão de alunos com incapacidadePublication . Silveira-Maia, Mónica; Lopes-dos-Santos, Pedro; Sanches-Ferreira, Manuela; Alves, Sílvia; Parada, Ana
- Eligibility for Special Education Services: Six Years of the ICF-CY ImplementationPublication . Sanches-Ferreira, Manuela; Silveira-Maia, Mónica; Alves, SílviaThe 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.
- 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.
- FRIEND-SHIP Intervention Program - the HandbookPublication . Aroni, K.; Toulia, A.; Alves, Sílvia; Hassani, S.; Heidrich, F.; Franzen, K.; Görel, G.; Löper, M. F.; Aguiar, T.; Silveira-Maia, Mónica; Sanches-Ferreira, Manuela; Hellmich, F.; Schwab, S.; Avramidis, E.This handbook is the product of collaboration within the “FRIEND-SHIP—Improving Students’ Social Participation in Primary and Secondary Schools Across Europe” Project, funded by the European Commission—Erasmus+ Programme, Project No.: 2019-1-AT01-KA201-05 1226. One of the main outputs of this Project consisted of the development of the FRIEND-SHIP Program, a school-based intervention aimed at improving social participation of all students between 8 and 11 years of age. The FRIEND-SHIP Program is intended to be implemented by teachers and consists of 12 sessions, each with the duration of 45–60 minutes, implemented twice a week over six weeks. The activities that comprise this program are essentially experiential. Students are invited to take an active and involved role by participating in group activities, role-playing, social stories, arts, and physical activities. The main purpose of this handbook is to support teachers in implementing the FRIEND-SHIP program with their classes. This handbook is divided in three parts: • CHAPTERS 1, 2 and 3 cover background information about social participation and inclusion, as well as the description of the target audience of this handbook and the digital tool for evaluating the FRIEND-SHIP Program effects. • CHAPTER 4 covers the FRIEND-SHIP Intervention Program, including guiding principles, aims, and detailed descriptions of sessions. • CHAPTER 5 covers the information gathered with the implementation of the FRIEND-SHIP Intervention Program throughout the Project life.
- 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).
- How the use of the International Classification of Functioning, Disability and Health for Children and Youth changed the Individualized Education Programs in PortugalPublication . Silveira-Maia, Mónica; Lopes-dos-Santos, Pedro; Sanches-Ferreira, Manuela