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The use of the ICF-CY for describing dynamic functioning profiles: outcomes of a teacher training programme applied in Portugal

2017Journal article Open access
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dc.contributor.authorSanches-Ferreira, Manuela
dc.contributor.authorLopes-dos-Santos, Pedro
dc.contributor.authorAlves, Sílvia
dc.contributor.authorSilveira-Maia, Mónica
dc.date.accessioned2018-12-18T12:43:29Z
dc.date.available2018-12-18T12:43:29Z
dc.date.issued2017
dc.description.abstractIn 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.en
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.1080/13603116.2017.1412507pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.22/12433
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.subjectEducational policypt_PT
dc.subjectAssessmentpt_PT
dc.subjectICF-CYpt_PT
dc.subjectIndividualized Educational Programspt_PT
dc.subjectstudents with additional support needspt_PT
dc.titleThe use of the ICF-CY for describing dynamic functioning profiles: outcomes of a teacher training programme applied in Portugalpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage750pt_PT
oaire.citation.issue7pt_PT
oaire.citation.startPage734pt_PT
oaire.citation.titleInternational Journal of Inclusive Educationpt_PT
oaire.citation.volume22pt_PT
person.familyNameSanches-Ferreira
person.familyNameLopes-dos-Santos
person.familyNameAlves
person.familyNameSilveira-Maia
person.givenNameManuela
person.givenNamePedro
person.givenNameSílvia
person.givenNameMónica
person.identifier837772
person.identifier.ciencia-id9119-8B76-B723
person.identifier.ciencia-idE019-2F8D-EE99
person.identifier.ciencia-idBD13-41A1-495B
person.identifier.ciencia-idA118-9694-DCC6
person.identifier.orcid0000-0002-4693-3928
person.identifier.orcid0000-0002-0754-580X
person.identifier.orcid0000-0001-5433-5066
person.identifier.orcid0000-0003-3975-7900
person.identifier.scopus-author-id55555788000
person.identifier.scopus-author-id16040040700
person.identifier.scopus-author-id55658122700
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
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relation.isAuthorOfPublication.latestForDiscoveryb8f63560-9b07-4894-b801-9bacac8c5a4a

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