| 1. |
- Maxwell, Gregor, et al.
(författare)
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Inclusion through participation : understanding participation in the international classification of functioning, disability, and health as a methodological research tool for investigating inclusion
- 2018
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Ingår i: Frontiers in Education. - 2504-284X. ; 3:41
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Tidskriftsartikel (refereegranskat)abstract
- This paper investigates the use and validity of the International Classification of Functioning disability and health (ICF) as a common language for describing inclusive educational settings. There is a specific focus on investigating participation through the ICF as one aspect of inclusion as an improved understanding of participation as a measure of inclusion will greatly benefit children with additional support needs. In addition there will be a better understanding of the operationalization of participation, in terms of both policy and practice, and improved applications of the ICF. The study uses a narrative summary to review to analyse the findings from a selection of studies where the ICF has been used as a methodological tool in the field of education. In the 16 included studies the ICF is either used to present a new theoretical position, synthesize a new research approach or tool, or is integrated into the framework of an existing research method. Findings also show that the ICF is used in a number of different ways and that when it is used directly, variation is found in the type of information that was linked to ICF codes or categories. In conclusion further clarity on defining and measuring participation with the ICF framework is required in order to create a more consistent tool for investigating inclusive education. One way to improve the construct of participation is to take a bi-dimensional approach. It is the authors’ belief that this newer approach to modelling participation will be considered in any future revisions of the ICF/ICF-CY – a so-called ‘ICF-2’. This would thus create a more accountable classification framework that succeeds in capturing the involvement experience of the individual and in doing so achieves a more effective and useful classification framework for the field of inclusive education.
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| 2. |
- Adolfsson, Margareta, 1950-, et al.
(författare)
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Participation as the Focus of Intervention: Cultural Diversity and Universal Characteristics
- 2011
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Participation as a construct can be applied on all ecological levels from participation for individual children in their everyday life to participation for all as a societal goal. It is defined in the ICF-CY as involvement in a life situation. Participation is occurring at the nodal point between children and their environments. Contexts vary with socio-economical standards, culture and geographical characteristics and thus also the expressions of participation. This presentation will discuss cultural diversity in children’s participation in relation to the universal characteristics of participation defined as “being there” and participation defined as “degree of engagement while being there”. The utility of the ICF-CY as a tool to analyze universal characteristics and cultural diversity in conditions for, and actual experiences of, participation are examined in findings from five studies: 1) Maxwell et al. have analyzed national, regional and local educational policy documents in Scotland and Sweden regarding children in need of special support in relation to conditions for participation and participation; 2) Ståhl et al. have linked and compared ICF-CY codes to information regarding children’s health in Child Health Care and School Health Care and analyzed whether biomedical or participation information is the focus of the information; 3) Adolfsson et al. have collected and compared data from respondents in Sweden, the USA, and Portugal concerning what professionals consider to be important everyday situations for child participation; 4) Klang et al. has studied domains of participation and environment related to child and caregiver interaction in a Russian context to identify factors related to participation; and 5) Ullenhag et al. have studied participation in leisure activities and leisure activity preferences of Swedish children and compared with data from the Netherlands and Canada using the same questionnaire.
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| 3. |
- Alves, Ines, 1981-, et al.
(författare)
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A systematic literature review of the situation of the ICF and the ICF-CY in education
- 2010
-
Konferensbidrag (refereegranskat)abstract
- The International Classification of Functioning Disability and Health (ICF) is meant to be a universal language for professionals working with functioning and health in children and adults. So far most applications of ICF have been in the field of health sciences. Is it also applicable to education? This paper aims to present the outcome of a systematic literature review in the fields of education, more specifically education of children with disabilities or special educational needs and the ICF. Devised as a complementary classification of health and functioning by the World Health Organisation (WHO) in 2001 with a child and youth version (ICF-CY) published in 2007, the ICF appears to be mostly used in the medical field with reviews highlighting its use and applications (Bruyère, Van Looy, & Peterson, 2005). Thus, this literature review intends to situate the current debates in education which relate to the ICF and its concepts, and also to report the extent to which it is being used. The major interest is to explore how the ICF/ICF-CY, are currently situated in the field of education. Method This study uses a systematic review of the literature using database keyword searches. The keywords used to search in the databases were applied after qualitative test searches were carried out to establish the suitability of the terms. The selection of studies was then refined further using inclusion and exclusion protocols. The protocols investigated the paper contents at different levels: abstract, full -text, and full-text quality level. In addition an extraction protocol is also used on the included documents to draw on the points which arise from the research questions and provide the basis for the main discussion. Studies exploring the relationship between education, the ICF and its related concepts: participation, environment, and personal factors were reviewed. Bruyère, S. M., Van Looy, S. A., & Peterson, D. B. (2005). The International Classification of Functioning, Disability and Health: Contemporary Literature Overview. Rehabilitation Psychology 50(2), 113-121. WHO. (2001). International Classification of Functioning, Disability and Health. Geneva: WHO. WHO. (2007). International Classification of Functioning, Disability and Health, Version for Children and Youth, ICF-CY. Geneva: WHO.
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| 4. |
- Koutsogeorgou, Eleni, et al.
(författare)
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Evaluating social capital indicators and national inclusive education policies in six European countries
- 2012
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Ingår i: International Journal of Inclusive Education. - 1360-3116 .- 1464-5173.
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Tidskriftsartikel (refereegranskat)abstract
- This paper investigates how measures of social capital correspond with inclusive education policies by linking both to the ICF-CY. The method employs cross-country comparative analyses of six European countries – Germany, Greece, Romania, Spain, Sweden, and the United Kingdom – based on social capital indicators from the European Social Survey (Round 4-2008), along with comparison on the level of inclusive education policies within these countries by analyzing policies from a participation perspective. The results indicate that the ICF-CY is a useful tool for measuring both social capital and inclusive education policies, and although no connections could be drawn between social capital and inclusive education policy, the ICF-CY provided a consistent and common language for describing health and its related topics.
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| 5. |
- Maxwell, Gregor, 1980-, et al.
(författare)
-
A Systematic Literature Review of the ICF/ICF-CY in Education: A Useful Tool for Inclusion or a Flight of Fantasy?
- 2010
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Konferensbidrag (refereegranskat)abstract
- The International Classification of Functioning Disability and Health (ICF) is meant to be a universal language for professionals working with functioning and health in children and adults. So far most applications of ICF have been in the field of health sciences. Is it also applicable to education? This paper aims to present the outcome of a systematic literature review in the fields of education, more specifically education of children with disabilities or special educational needs and the ICF. Devised as a complementary classification of health and functioning by the World Health Organisation (WHO) in 2001 with a child and youth version (ICF-CY) published in 2007, it introduces a biopsycosocial approach to functioning. This stresses the importance of the environment and participation experience and incorporates components described at the body, individual and societal levels. One of the aims of inclusive education is to enhance the access and participation of children with disabilities (UNESCO, 1994; United Nations, 1989, 2006). From a disability perspective the biopsychosocial model emphasizes that the needs of persons with disabilities being not just medical but more broadly, social, educational and functional in nature (Simeonsson et al., 2003). Disability is understood as a complex interaction between a health condition and contextual factors and not as an attribute of a person. The ICF appears to be mostly used in the medical field with reviews highlighting its use and applications (Bruyère, Van Looy, & Peterson, 2005). However, if there is considerable work done in terms of the use of the ICF/ICF-CY in the medical and rehabilitation fields, this does not appear to be the case when we consider its presence, concepts and model in the field of education: it is unknown how well received or known the ICF is in the educational field. Thus, this literature review intends to situate the current debates in education, such as additional support, eligibility, and goal planning, which relate to the ICF and its concepts and also to report the extent to which it is being used. The main interest of this literature review is to explore how the ICF and its child and youth version (ICF-CY), are currently situated in the field of education with respect to various processes at different levels with an international perspective. This research focus can be broken into three key questions:- Is the ICF/ ICF-CY is used in educational context today? If yes, how is it used?- What critical points arise when using the ICF/ ICF-CY in educational settings, namely what are the possible effects of the use of the ICF/ ICF-CY in the approaches to additional support provision with a view to ensuring inclusion?- Are the ICF/ ICF-CY components present in the reviewed articles, namely how is the environment described, which personal factors are mentioned, and how is the concept of participation used? Method This study uses a systematic review of the literature using database keyword searches. Studies exploring the relationship between education, the ICF and its related concepts: participation, environment, and personal factors were sought. The keywords used to search in the databases were applied after qualitative test searches were carried out to establish the suitability of the terms. The selection of studies was then refined further using inclusion and exclusion protocols. The protocols investigated the paper contents at different levels: abstract, full-text, and full-text quality level. In addition an extraction protocol is also used on the included documents to draw on the points which arise from the research questions and provide the basis for the main discussion. Expected Outcomes The final search was limited to works which had an ICF and an educational focus and using this strategy 423 studies were found. The primary-step protocol stipulated that abstracts containing at least one ICF-related factor, and at least one education-related factor were included. All of the authors examined the first 100 abstracts and a check for inter-rater reliability was made. Approximately 150 further abstracts were examined by each of the authors ensuring that the majority of the abstracts were reviewed by more than one author. Overall inter-rater reliability was calculated. After the primary stage 70 abstracts met the inclusion criteria for the second stage of review at full-text level. Preliminary results suggest that there is little application of the ICF/ICF-CY at different levels of education systems. When it is used it appears to be linked to SEN, Special Education, Special Needs, disability in general or specific disabilities. Whether the framework itself will be of direct use for different education purposes remains to be resolved. It is the view of the authors, having undertaking this review, that the concepts ICF/ICF-CY introduces – especially those of disability and participation – will have a long-lasting and positive effect on inclusive education. References Bruyère, S. M., Van Looy, S. A., & Peterson, D. B. (2005). The International Classification of Functioning, Disability and Health: Contemporary Literature Overview. Rehabilitation Psychology 50(2), 113-121. Simeonsson, R. J., Leonardi, M., Lollar, D., Bjorck-Akesson, E., Hollenweger, J., & Martinuzzi, A. (2003). Applying the International Classification of Functioning, Disability and Health (ICF) to measure childhood disability. Disability and Rehabilitation, 25(11-12), 602-610. UNESCO (1994). Salamanca Statement and Framework for Action on Special Needs Education. United Nations. (1989). Convention on the Rights of the Child. United Nations. (2006). Convention on the Rights of Persons with Disabilities. WHO. (2001). International Classification of Functioning, Disability and Health. Geneva: WHO. WHO. (2007). International Classification of Functioning, Disability and Health, Version for Children and Youth, ICF-CY. Geneva: WHO.
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| 6. |
- Maxwell, Gregor, 1980-
(författare)
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Bringing more to participation : Participation in school activities of persons with disability within the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY)
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- As societies the world over move towards defining inclusive and effective education systems this presents the educator with the new challenge of providing an equal and democratic education environment for all students. With children the nature of functioning and environmental settings varies greatly in comparison with adults and assessing children’s involvement in activities is of particular importance to ensure effective and inclusive society building through education. Building on the existing and previous participation research this thesis specifically aims to provide a means to theorize participation from two perspectives (frequency of attending and intensity of involvement) and put in to operation using five dimensions of the environment: availability, accessibility, affordability, accommodability, and acceptability. Contextually this has been done by investigating children in need of additional support (including children with disabilities) at school. Results indicate that while research and theory take a holistic and balanced approach by using participation based on two perspectives, this has yet to filter down to practice. A new approach to measuring inclusive education using social capital, the five environmental dimensions, and the ICF-CY is proposed and tested. However, while the ICF-CY provides a consistent descriptive framework, no clear connections between social capital and inclusive education policy could be drawn and the five environmental dimensions – especially the involvement-related ones – need further development. The final paper presents evidence from the individual perspective for a third ICF-CY activities and participation qualifier to represent the subjective experience of involvement. Participation can thus be regarded as a multi-dimensional phenomenon with two main conceptual roots: sociology and developmental psychology.
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| 7. |
- Maxwell, Gregor, et al.
(författare)
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Does thinking and doing the same thing amount to involved participation? Empirical explorations for finding a measure of intensity for a third ICF-CY qualifier
- 2012
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Ingår i: Developmental Neurorehabilitation. - : Informa UK Limited. - 1751-8423 .- 1751-8431. ; 15:4, s. 274-283
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Tidskriftsartikel (refereegranskat)abstract
- Background: Participation as involvement in a situation includes two dimensions; doing the activity and the experience of involvement.Objectives: The ICF-CY only measures doing using the capacity and performance qualifiers, a dimension measuring the experience is needed; a third qualifier. Hypothesis: The experienced involvement of pupils in school activities is higher when thinking and doing coincided.Methods: By comparing self-reported experiences of involvement of children, data about what children were thinking and doing during activities were gathered from 21 children with and 19 without disabilities in inclusive classrooms.Results: A relationship exists between an index of the subjective experience of involvement and whether children were thinking and doing the same things.Conclusion: This index can be constructed using measures of concentration, control, involvement, and motivation. Choice is influential, as knowledge about why an activity is undertaken affects involvement. Additionally, increased subjective experience of involvement gives better psychological health and well-being.
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| 8. |
- Maxwell, Gregor, 1980-, et al.
(författare)
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Frequency and intensity ratings of school-related participation experiences
- 2011
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Ingår i: NNDR 2011 11th Research Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper compares the self-reported experience of pupils with an additional support need(including children with disabilities) of being involved with what they were thinking or doing with aview to creating a measure of intensity by using these research questions:When thinking and doing descriptions are positively correlated is a child involved in an activity?Does this correlate with whether the child thinks he or she was focused on the activity?How does the frequency and intensity of participation of school-aged children with additional needsin an educational setting manifest itself within the International Classification of Functioning,Disability & Health, Child & Youth version (ICF-CY) framework?MethodsData were gathered from an existing study of participation in school environments of students withdisabilities in Sweden carried out by the second author. The data-set consists of data collected fromschools which contain both frequency and intensity data. The frequency data are in the form ofquestionnaires and the intensity data came from self-reports. The data came from self-reportingquestionnaires gathered a random points during the course of a normal school week by prompting22 children with additional needs and 22 controls with pagers. Data about what each child wasthinking about and doing will be analysed along with data on the child’s rating of being focused.Additional data were gathered relating to the child’s mood, interpretation of the importance andcomplexity of the situation, and with whom they were doing the activity. All items have been codedwith ICF-CY values using the Cieza et al. (2005) coding rules and will be analysed using factoranalysis and multi-variant methods to identify if a measure of the intensity of participation can bemade and whether this could be an additional qualifier within the ICF-CY framework.Cieza, A., et al. (2005). ICF linking rules: an update based on lessons learned. J. Rehab Med, 37,212-218.
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| 9. |
- Maxwell, Gregor, 1980-, et al.
(författare)
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How are conditions for participation expressed in education policy documents? : A review of documents in Scotland and Sweden
- 2011
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Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 26:2, s. 251-272
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Tidskriftsartikel (refereegranskat)abstract
- This study approaches inclusive schools by looking at how conditions for participation are expressed for pupils with additional support needs in education policy documents in Sweden and Scotland. By using five dimensions of the environment – availability, accessibility, affordability, accommodability, and acceptability – expressions of conditions for participation are explored in 41 documents. This is done in a vertical manner by analysing national laws, regional policy documents, and local-level documents which directly influence classroom practices. A deductive content analysis approach using a protocol based on the five environmental dimensions is used to extract information and identify meaning units. In the meaning units meaningful concepts are identified and linked to ICF-CY categories. These are used as reference points. It is suggested, from the documents analysed, that conditions for participation are easy to express as available, accessible opportunities, or affordability issues, but not as involvement experiences linked to accommodations made and acceptability issues within a context. Documents in Scotland and Sweden also have different foci in terms of conditions for participation.
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| 10. |
- Maxwell, Gregor, 1980-, et al.
(författare)
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Inclusive Education in Europe: A practical Application of an ICF-CY-based Framework as a Tool for Inclusive Education Policies
- 2011
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Ingår i: ECER 2011, Urban Education.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Based on previous theoretical work which proposes the International Classification of Functioning, Disability and Health Children and Youth Version (the ICF-CY) (WHO, 2007) as a bridge to link social capital and inclusive education (Maxwell & Koutsogeorgou, in press 2011), this paper presents the findings from the practical application of the ICF-CY as a framework for building stronger and healthier societies by improving inclusion through social change. Policy reviews, reports and approaches to inclusive education demonstrate various differences between countries. The aim of this article is not only to provide an insight on the issue of inclusion in education from a sociological perspective, but also to identify the influence or connection of social capital with the decision-making and design of policies which ensure participation by creating inclusive education environments based on published resources for the following six European countries: Germany, Greece Romania, Spain, Sweden, and the United Kingdom.. This could be performed through an overview of the level of social capital – for each of the countries in question – in relation to an overview of the level of the quality of the inclusive education policies for children with disabilities within these countries. The level of quality was considered in terms of five core themes: availability, accessibility, affordability, accommodability, and acceptability (Maxwell & Granlund, in press 2011) based on the countries’ official documentation for inclusive education policies for children with disability. Are there any similar tendencies between the level of social capital and the level of quality of inclusive education policies in these European countries? Inclusion, social capital, and the ICF-CY framework as a tool for inclusive education policies Social capital - consisting of formal and informal social networks, trust and civic norms - is known to be a social determinant of health (CSDH, 2008). Similarly, it is known that inclusion - the integration, valuing and involvement of all in society - is a social determinant of health and also an outcome of social capital as a measure of social inclusion (CSDH, 2008). This paper takes this argument a step further by focusing on the correlation between social capital and inclusive education towards the further development of inclusive environments for children with disabilities within a European context. Social capital potential indicators are mapped to the ICF-CY, in combination with the use of the MAFES (Hollenweger, 2010) matrix as an instrument for analyzing the functioning of inclusive education policies and systems, as well as a tool for policy-planning and monitoring of issues of inclusive education environments in Europe. Method Social capital indicators: comparative analysis Social capital indicators have been identified for the six European countries using data from the European Social Survey (ESS) 2008 ed.3.0. Online Analysis provided by the official online source of the ESS, was used and appropriate weights were applied. The following list of variables/questions were identified as social capital indicators: Non-face-to-face communication: personal use of internet Personal use of internet, World Wide Web, e-mail Social trust Participation in politics (voter participation) Social inclusion: meeting socially Social support: having someone to discuss personal matters with Subjective well-being: feeling of safety in neighbourhood after dark Participation in public religious practices. Comparative analysis of these indicators between the six countries was performed, plus, the indicators were mapped to the ICF-CY (e.g. the indicator: Participation in politics can be mapped to the ICF-CY code: d950) interpreting each question’s meaning from a solely sociological perspective. The results of the mapping process of social capital indicators to ICF-CY can provide a guide for the practical measurement of the level of social capital by using the ICF-CY which could be potentially considered as a tool for policy-making in inclusive education settings. Expected Outcomes The preliminary phase of the comparative analysis included ESS data for Sweden and United Kingdom. From this phase, social capital appeared to operate in the intermediate level – between the micro and macro level. Although Sweden appeared as having overall higher rates on the selected social capital indicators compared to United Kingdom, none of the amount of differences of the response rates exceeded the 20 percent. Therefore, one could conclude that since no ample difference was observed on the rates of social capital indicators, then the two countries’ social capital levels were similar. However, previous studies have identified differences on aspects of social capital between European regions (Adam 2008; Knack & Keefer 1997), and accordingly differences are expected to emerge within the present study too since the comparative analysis has been based on data from countries of different European regions. Evident differences between Sweden and United Kingdom have been already identified on inclusive education policies on five core themes: availability, accessibility, affordability, accommodability, and acceptability (Maxwell & Granlund, in press 2011). Further analysis including other European countries will expand on these findings and allow comparison on the levels of social capital and inclusive education policies within these countries. References Adam F. Mapping social capital across Europe: findings, trends and methodological shortcomings of cross-national surveys. Social Science Information. June 1, 2008 2008;47(2):159-186. CSDH. (2008). Closing the gap in a generation : health equity through action on the social determinants of health : final report of the commission on social determinants of health. Geneva: World Health Organization. Hollenweger, J. (2010). MHADIE's matrix to analyse the functioning of education systems. [Article]. Disability & Rehabilitation, 32, S116-S124. Doi: 10.3109/09638288.2010.520809 Knack S, Keefer P. Does Social Capital Have An Economic Payoff? A Cross-Country Investigation*. Quarterly Journal of Economics. 1997;112(4):1251-1288. Maxwell, G., & Granlund, M. (in press 2011). How are conditions for participation expressed in education policy documents? A review of documents in Scotland and Sweden. European Journal of Special Needs Education. Maxwell, G., & Koutsogeorgou, E. (in press 2011). Inclusive education in Europe for children with disabilities: A conceptual ICF-CY-based framework as a tool for social-based inclusive education policies. American Journal of Physical Medicine & Rehabilitation. McGonigal, J., Doherty, R., Allan, J., Mills, S., Catts, R., Redford, M., et al. (2007). Social Capital, Social Inclusion and Changing School Contexts: A Scottish Perspective. British Journal of Educational Studies, 55(1), 77-94. WHO. (2007). International Classification of Functioning, Disability and Health – Version for Children & Youth (ICF-CY). Geneva: World Health Organization.
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| 11. |
- Maxwell, Gregor, 1980-, et al.
(författare)
-
Participation and environmental aspects in education and the ICF and the ICF-CY : findings from a systematic literature review
- 2012
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Ingår i: Developmental Neurorehabilitation. - : Informa UK Limited. - 1751-8423 .- 1751-8431. ; 15:1, s. 63-78
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Tidskriftsartikel (refereegranskat)abstract
- Background: This paper presents findings from a systematic review of the literature related to participation and the ICF/ICF-CY in educational research.Objectives: To analyse how and investigate the application of participation in educational research. Specifically, how participation is related to the environmental dimensions availability, accessibility, affordability, accommodability and acceptability.Methods: A systematic literature review using database keyword searches and refinement protocols using inclusion and exclusion criteria at abstract, full-text and extraction.Results: Four hundred and twenty-one initial works were found. Twenty-three met the inclusion criteria. Availability and accommodations are the most investigated dimensions. Operationalization of participation is not always consistent with definitions used.Conclusion: Research is developing a holistic approach to investigating participation as, although all papers reference at least one environmental dimension, only four of the 11 empirical works reviewed present a fully balanced approach when theorizing and operationalizing participation; hopefully this balanced approach will continue and influence educational policy and school practice.
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| 12. |
- Maxwell, Gregor R., 1980-, et al.
(författare)
-
Inclusion through participation : Understanding participation in the International Classification of Functioning, Disability, and Health as a methodological research tool for investigating inclusion
- 2018
-
Ingår i: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 3
-
Tidskriftsartikel (refereegranskat)abstract
- This paper investigates the use and validity of the International Classification of Functioning disability and health (ICF) as a common language for describing inclusive educational settings. There is a specific focus on investigating participation through the ICF as one aspect of inclusion as an improved understanding of participation as a measure of inclusion will greatly benefit children with additional support needs. In addition there will be a better understanding of the operationalization of participation, in terms of both policy and practice, and improved applications of the ICF. The study uses a narrative summary to review to analyse the findings from a selection of studies where the ICF has been used as a methodological tool in the field of education. In the 16 included studies the ICF is either used to present a new theoretical position, synthesize a new research approach or tool, or is integrated into the framework of an existing research method. Findings also show that the ICF is used in a number of different ways and that when it is used directly, variation is found in the type of information that was linked to ICF codes or categories. In conclusion further clarity on defining and measuring participation with the ICF framework is required in order to create a more consistent tool for investigating inclusive education. One way to improve the construct of participation is to take a bi-dimensional approach. It is the authors’ belief that this newer approach to modelling participation will be considered in any future revisions of the ICF/ICF-CY – a so-called ‘ICF-2’. This would thus create a more accountable classification framework that succeeds in capturing the involvement experience of the individual and in doing so achieves a more effective and useful classification framework for the field of inclusive education.
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| 13. |
- Maxwell, Gregor, 1980-, et al.
(författare)
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The ICF-CY as a tool to enhance communication between education professionals : Applying the ICF coding rules to education documents
- 2010
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Konferensbidrag (refereegranskat)abstract
- Abstract The International Classification of Functioning Disability and Health (ICF) and its child and youth derivative the ICF-CY is meant to be a universal language for professionals working with functioning and health in children and adults. Use of the ICF-CY's codes in educational documents which refer to individual characteristics – such as individual education plans – could greatly enhance communication between support professionals. To date this has not been attempted. This paper proposes to use and adapt an established health and rehabilitation-based coding methodology (Cieza et al., 2005) to do this. This project looks to validate and adapt the use of ICF coding rules on education documents. This project will also validate whether ICF-CY codes give a good description of a child and their learning environment, or whether the ICF-CY could be better used in another way to construct a tool to do this. This study also aims to establish whether the ICF-CY can be directly used to enhanced communication between differing education support professionals and between support professionals and parents. Initially devised in 2002 (Cieza et al., 2002) with an update in 2005 (Cieza et al., 2005) there currently exists coding rules or guidelines for coding textual information to ICF values. This has so far only been applied in the health and rehabilitation field. We propose to use these in education by coding information specific to individuals (such as that found in individual education plans).
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| 14. |
- Maxwell, Gregor, 1980-, et al.
(författare)
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Using Social Capital to Construct a Conceptual International Classification of Functioning, Disability, and Health Children and Youth Version-Based Framework for Stronger Inclusive Education Policies in Europe
- 2012
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Ingår i: American Journal of Physical Medicine & Rehabilitation. - 0894-9115 .- 1537-7385. ; 91:13, s. S118-S123
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Tidskriftsartikel (refereegranskat)abstract
- Inclusive education is part of social inclusion; therefore, social capital can be linkedto an inclusive education policy and practice. This association is explored in thisarticle, and a practical measure is proposed. Specifically, the World Health Organization’sInternational Classification of Functioning, Disability and Health Childrenand Youth Version (ICF-CY) is proposed as the link between social capital andinclusive education. By mapping participation and trust indicators of social capitalto the ICF-CY and by using the Matrix to Analyse Functioning in Education Systems(MAFES) to analyze the functioning of inclusive education policies and systems,a measure for stronger inclusive education policies is proposed. Such a toolcan be used for policy planning and monitoring to ensure better inclusive educationenvironments. In conclusion, combining enhanced social capital linked tostronger inclusive education policies, by using the ICF-CY, can lead to better healthand well-being for all.
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| 15. |
- Moretti, Marta, 1980-, et al.
(författare)
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A Systematic Literature Review of the Situation of the International Classification of Functioning, Disability, and Health and the International Classification of Functioning, Disability, and Health–Children and Youth Version in Education: A Useful Tool or a Flight of Fancy?
- 2012
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Ingår i: American Journal of Physical Medicine & Rehabilitation. - 0894-9115 .- 1537-7385. ; 91:13, s. S103-S117
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Tidskriftsartikel (refereegranskat)abstract
- This article presents the outcome of a systematic literature review exploring theapplicability of the International Classification of Functioning, Disability, and Health(ICF) and its Children and Youth version (ICF-CY) at various levels and in processeswithin the education systems in different countries. A systematic databasesearch using selected search terms has been used. The selection of studies wasthen refined further using four protocols: inclusion and exclusion protocols at abstractand full text and extraction levels along with a quality protocol. Studies exploring thedirect relationship between education and the ICF/ICF-CY were sought.As expected, the results show a strong presence of studies from Englishspeakingcountries, namely from Europe and North America. The articles weremainly published in noneducational journals. The most used ICF/ICF-CY componentsare activity and participation, participation, and environmental factors.From the analysis of the papers included, the results show that the ICF/ICF-CY iscurrently used as a research tool, theoretical framework, and tool for implementingeducational processes. The ICF/ICF-CY can provide a useful language to theeducation field where there is currently a lot of disparity in theoretical, praxis, andresearch issues. Although the systematic literature review does not report a highincidence of the use of the ICF/ICF-CY in education, the results show that the ICF/ICF-CYmodel and classification have potential to be applied in education systems.
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| 16. |
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| 17. |
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| 18. |
- Watts, Nick, et al.
(författare)
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The 2020 report of The Lancet Countdown on health and climate change : responding to converging crises
- 2021
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Ingår i: The Lancet. - : Elsevier. - 0140-6736 .- 1474-547X. ; 397:10269, s. 129-170
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Forskningsöversikt (refereegranskat)abstract
- The Lancet Countdown is an international collaboration established to provide an independent, global monitoring system dedicated to tracking the emerging health profile of the changing climate.The 2020 report presents 43 indicators across five sections: climate change impacts, exposures, and vulnerabilities; adaptation, planning, and resilience for health; mitigation actions and health co-benefits; economics and finance; and public and political engagement. This report represents the findings and consensus of the 35 leading academic institutions and UN agencies that make up The Lancet Countdown, and draws on the expertise of climate scientists, geographers, engineers, experts in energy, food, and transport, economists, social, and political scientists, data scientists, public health professionals, and doctors.
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| 19. |
- Watts, Nick, et al.
(författare)
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The Lancet Countdown on health and climate change : from 25 years of inaction to a global transformation for public health
- 2018
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Ingår i: The Lancet. - : Elsevier. - 0140-6736 .- 1474-547X. ; 391:10120, s. 581-630
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Forskningsöversikt (refereegranskat)abstract
- The Lancet Countdown tracks progress on health and climate change and provides an independent assessment of the health effects of climate change, the implementation of the Paris Agreement, 1 and the health implications of these actions. It follows on from the work of the 2015 Lancet Commission on Health and Climate Change, 2 which concluded that anthropogenic climate change threatens to undermine the past 50 years of gains in public health, and conversely, that a comprehensive response to climate change could be "the greatest global health opportunity of the 21st century". The Lancet Countdown is a collaboration between 24 academic institutions and intergovernmental organisations based in every continent and with representation from a wide range of disciplines. The collaboration includes climate scientists, ecologists, economists, engineers, experts in energy, food, and transport systems, geographers, mathematicians, social and political scientists, public health professionals, and doctors. It reports annual indicators across five sections: climate change impacts, exposures, and vulnerability; adaptation planning and resilience for health; mitigation actions and health co-benefits; economics and finance; and public and political engagement. The key messages from the 40 indicators in the Lancet Countdown's 2017 report are summarised below.
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| 20. |
- Windsor, Sally, 1974, et al.
(författare)
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Incorporating sustainable development and inclusive education in teacher education for the Arctic
- 2022
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Ingår i: Polar Geography. - 1088-937X .- 1939-0513. ; 45:4, s. 246-259
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how teacher education institutions can better prepare teachers to help to create inclusive and sustainable self-determined Arctic communities. Building on the theoretical concepts of just sustainabilities, transgressive learning, the capabilities approach, and relational thinking within inclusive pedagogy, we propose that education for sustainable development (ESD) and inclusive education (IE) be more centrally situated across curriculum areas for all new teachers. To achieve this in practice, we suggest that teacher education programs need to better prepare new teachers to engage in critical participatory action research that empowers them to collaborate with Arctic communities.
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