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Advisor(s)
Abstract(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.