Using the International Classification of Functioning, Disability and Health Children and Youth Version in Education Systems

Abstract

In developed countries, establishing eligibility for persons with disabilities is a requirement for accessing specialized services or benefits. The underlying conceptualizations of disability are often problematic because they concentrate on deficits but try to promote social participation and focus on dependence while trying to strengthen independence. In addition, such conceptualizations are unable to respond to the rights-based approach of the UN Convention on the Rights of Persons with Disabilities. The International Classification of Functioning, Disability and Health Version for Children and Youth provides a model and classification that allows relating disease- or impairment-specific information to participation in the life domains relevant for a specific policy area. Establishing eligibility in education systems needs to be compatible with the principles of inclusive education, participation, and social justice. In addition, the overall goals of education and individualized goals for a specific child with disabilities need to be taken into account. Using the International Classification of Functioning, Disability and Health Version for Children and Youth as a model and classification, the different factors influencing eligibility-related decisions (impairments, activity/participation, environment, personal factors) can be made transparent to provide the basis for a decision-making process to which parents and the child actively contribute.