The Use of the ICF-CY for Describing Dynamic Functioning Profiles: Outcomes of a Teacher Training Programme Applied in Portugal

Autor/inn/en	Sanches-Ferreira, Manuela; Lopes-dos-Santos, Pedro; Alves, Sílvia; Silveira-Maia, Mónica
Titel	The Use of the ICF-CY for Describing Dynamic Functioning Profiles: Outcomes of a Teacher Training Programme Applied in Portugal
Quelle	In: International Journal of Inclusive Education, 22 (2018) 7, S.734-750 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sanches-Ferreira, Manuela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1412507
Schlagwörter	Foreign Countries; Teacher Education Programs; Special Needs Students; Special Education; Inclusion; Special Education Teachers; Disabilities; Individualized Education Programs; Comparative Analysis; Inservice Teacher Education; Personality Theories; Grade 1; Grade 2; Grade 3; Grade 4; Portugal + Suchen Sie Ihr Suchwort? Ausland; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Individualized education program; Individualisierendes Lernen; Lehrerfortbildung; Personality theory; Persönlichkeitstheorie; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	In keeping with the international trend towards inclusive education and a context-sensitive 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01