The ICF-CY in educational context: the revision process · PDF fileThe ICF-CY in educational context: the revision process of the assessment toolkit and procedures in Armenia ... OVERVIEW

The ICF-CY in educational context: the revision process of the assessment toolkit

and procedures in Armenia

Manuela Sanches-Ferreira, Mónica Silveira-Maia & Silvia Alves [email protected]

Based in the consultancy project developed by:

Manuela Sanches-Ferreira Rune J. Simeonsson

Mónica Silveira-Maia & Silvia Alves

OVERVIEW

l  Armenian Consultancy Project

-  The theoretical foundations guiding the consultancy process

-  The consultancy model - five stages of a scaffolding process

2 Presentation of Manuela Sanches-Ferreira, Mónica Silveira-Maia & Silvia Alves

UNICEF Armenia – Terms of Reference for the Consultancy Project

To support the revision of the current special education needs assessment and individual education planning procedure based on the best international practice and aligned with the

ICF-CY framework.

“a revised package of tools and methodology for

special education needs assessment”

“an effective methodology for the definition of Individual

Education Plans based on the assessment”

EXPECTED RESULTS

AIM

3

Presentation of Manuela Sanches-Ferreira, Mónica Silveira-Maia & Silvia Alves

Guiding assumptions

¢  INCLUSION is a gestalt between rights, values and knowledge

The inclusive education can not be seen only as an end but also as a means for social inclusion (in all domains of life)

4

¢  The ICF-CY supports the description of holistic and dynamic functioning profiles



Cornerstones of Inclusive Education INCLUSION: Gestalt between rights, values and knowledge

Knowledge How to do that?

Values Human Rights “Convention on the Rights of Persons with Disabilities”

– ONU, 2006

“World Conference on Special Needs Education, Salamanca”

1994

“Education for All, Dakar” – UNESCO, 2000, 2006”

“Convention on the Rights of Children” – UNICEF,

1990

Human Rights Values

5


Cornerstones of Inclusive Education INCLUSION: Gestalt between rights, values and knowledge


Values Human Rights “Convention on the Rights of Persons with Disabilities”

– ONU, 2006

“World Conference on Special Needs Education, Salamanca”

1994

“Education for All, Dakar” – UNESCO, 2000, 2006”

“Convention on the Rights of Children” – UNICEF,

1990

Human Rights Values


Human Rights Values

6


Students do not learn in the same way or at

the same time

Students need to be exposed to a different

teaching

Separate spaces are the most appropriate

Intelligence Learning

Inclusion from the knowledge perspective: historical overview

7

“... Diagnos+c: Malforma+on Syndrome (hc)”

“... Child with macrocephaly (hc), with big hand and feet (s750), with

dolichocephalic cranium (s110), high forehead ... Evidence of Sotos Syndrome (hc)”

“... Strabismus (b2152), nystagmus (b2152), hypotonia in flexor muscles of the neck (b735)”



the same time

Students need to be exposed to a different

teaching


Intelligence Learning


8

“... Diagnos+c: Malforma+on Syndrome (hc)”

“... Child with macrocephaly (hc), with big hand and feet (s750), with

dolichocephalic cranium (s110), high forehead ... Evidence of Sotos Syndrome (hc)”


From scien+fic knowledge

standpoint, the inclusion was almost an impossibility



the same time

…looking beyond the gene+cs

Teaching is to find the best supports

Ecological and Transactional/ Systemic Models

Applied Behavioral Analysis Biopsychosocial Model

Person-Environment Fit Approach Self-Determination Theories

Environmental Habilitation

Students need to be exposed to a

substantial different teaching


Intelligence Theories – innate and immutable

characteristic

9




the same time

…looking beyond the gene+cs

Teaching is to find the best supports

Ecological and Transactional/ Systemic Models

Applied Behavioral Analysis Biopsychosocial Model

Person-Environment Fit Approach Self-Determination Theories

Environmental Habilitation

Students need to be exposed to a

substantial different teaching


Intelligence Theories – innate and immutable

characteristic

From the scien+fic knowledge

standpoint, the inclusion became a possibility

10



“... Maintains aNen+on (d160) during the manipula+on of objects (using both hands (d440),

but the spent motor effort remove his availability to verify his ac+ons effects (b760 çè d155)”; “...The use of “thicker” objects facilitate his

movements precision (e1151çè d440) leading him to successful situa+ons that makes him smile”;

A realidade não mudou…

“... Diagnos+c: Malforma+on Syndrome (hc)” “... Child with macrocephaly (hc), with big hand

and feet (s750), with dolichocephalic cranium (s110), high forehead ... Evidence of Sotos Syndrome (hc)”


The replacement of a medical diagnosis by a functioning profile

…what changed was our way of looking to the reality

The reality did not changed…


Scien'fic Knowledge

Scien'fic Knowledge

Scien'fic Knowledge

The child cannot be there

The child is there

The child is there and is involved

From the right of having access to the right of being involved

The child doesn’t attend

The child attends

The child belongs

PARTICIPATION


Replacement of a diagnosis for a profile of functioning

Human development results from the interaction between personal

and environmental characteristics

There is no psychometric valid methodology for differentiating students into categories, nor evidence to support the notion that different categories of students learn differently (Ysseldike, 1989).

Intelligence is not intrinsic nor unchangeable

Review – Paradigm Change

Inclusive settings offer a wider set of diverse experiences that benefit the

development of all students

The placement in regular classroom of children with Additional Support

Needs is a right



Guiding Assumptions

14




The inclusive education can not be seen only as an end but also as a means for social inclusion (in all domains of life)


Activity Participation (limitation) (restriction)

DISABILITY

PROCESS

Environmental Factors (Barriers)

Within-Child Factors Body Functions and Structurs

(impairment)

Feedback Sources

Acts/ reacts on

ICF-CY: a biopsychosocial model in education, supporting inclusive practices

Func3oning and Disability processes operate as open and parallel systems

(Adapted from Simeonsson & Lollar, 2006)

Human development is a resulting process of the interaction between personal and environmental characteristics 15


Activity Participation (limitation) (restriction)

FUNCTIONING

PROCESS

Environmental Factors (Facilitators/Supports)

I

Within-Child Factors Body Functions and Structurs

(impairment)

Feedback Sources

Acts/ reacts on

Input sources

1.Intermitent 2.Limited 3.Extended 4.Generalized

ICF-CY: a biopsychosocial model in education, supporting inclusive practices

Func3oning and Disability processes operate as open and parallel systems

(Adapted from Simeonsson & Lollar, 2006)

Human development is a resulting process of the interaction between personal and environmental characteristics 16


ICF-CY use in education: supporting inclusive practices

Activities and Participation Limitation/restriction

Body Functions/ Structures Environmental Factors





Functioning 18 Presentation of Manuela Sanches-Ferreira, Mónica Silveira-Maia & Silvia Alves




Functioning

The way of describing a problem says a lot about the way that the problem will be solved

(adapted from Kirp, 1982)



To support the revision of the current special education needs assessment and individual education planning procedure based on the best international practice and aligned with the

ICF-CY framework.



“an effective methodology for the definition of Individual

Education Plans based on the assessment”

EXPECTED RESULTS

AIM

20


Our consultancy project

February February 1st Visit

March April May 2nd visit

June July 3rd visit

October 4th visit

a scaffolding process

Together identification of existing sources and needs

Consultants revision and presentation of possible solutions

Together decision on the best solution/ sources

21

Analyzing Armenian

Assessment procedures

Building a common

knowledge and language

Mapping current toolkit

Selecting and developing

assessment tools

Guiding the validation process


Analyzing Armenian

Assessment procedures

Building a common

knowledge and language

Mapping current toolkit

Selecting and developing

assessment tools

Guiding the validation process

Our consultancy project

February February 1st Visit

March April May 2nd visit

June July 3rd visit

October 4th visit

22

Formal analysis (political and legal issues)

Practical analysis

(assessment toolkit and

procedures)

Where was Armenia located in face to the state of art and

other international practices?

Workshop: (a) inclusive

education; (b) ICF-CY

framework and terminology;

(c) ICF-CY use in education

Analyze the coverage of the

existing toolkit in the ICF-CY –

according to age code sets

Identify the need of new or change

assessment to obtain

information.

Revision of assessment tools

Matching the

information of the tools with the ICF-

CY domains

Reciprocal process of feedback on questionnaires

development and tools adjustments

Case studies to analyze toolkit and

assessment procedures

Transforming assessment results into

functioning profiles

Monitoring of IEPs development





“an effective methodology for the definition of Individual Education Plans based on the assessment

shared with Armenian counterparts”

EXPECTED RESULTS

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Project Outcomes:

1. A package of tools for 3-5 years, 6-12 years and 13-17 years;

2. A procedures manual – designing the approach on assessment process;

3. A methodology for translating the assessment results into functioning profiles;

4. A methodology to IEP design based on the functioning profiles of students.


Reflection on Challenges

Diffusion

Sustainability

Building the change

Disseminating these set of behaviours, routines and ways of

working in all scholar community

Building a new set of behaviours, routines, and ways of working in order to improve education efficiency and students’ experiences

Making the inclusion a routine

Profissionals Trainning

Evalua3on – quality

indicators in special

educa3on services Guidelines for

Good Prac3ces-‐ Rou3nes

Disseminating and sustaining the

change

Developing an accountability system for special education

services

24

(Adapted from Greenhalgh, 2004)


Documents

The ICF-CY in educational context: the revision process · PDF fileThe ICF-CY in educational context: the revision process of the assessment toolkit and procedures in Armenia ... OVERVIEW