Planning additional educational support with ICF

"<< Background >>The International Classification of Functionning, Disability and Health (=ICF) in EU 27 is increasingly used as a common language to describe the overall situation of a person with a health problem (PwD). ICF represents a bio-psycho-social system and allows equal exchange including the PwD and contributes to the full participation of a PwD.In DE the BTHG 2016 forsees the use of ICF when addressing support needs of PwD. Also in PT and IT (additional educational support) CY, HR, CH, partly in AT, IT and BG (assessment) is used mainly to define eligibility criteria. Previous EU projects supported the concrete implementation (like icfcy-meduse.eu, icf-train.eu, thefirst1000days.net, I am"" or from Social funds in CY (07-13). In AT the SPF in schools is partly based on ICF (W, Stmk, Vlbg).-RMK (preschool education and assessment) implemented ICF, in TR preliminary initiatives are observable (MoE). However, the concrete implementation in education is assessed weak (Pless, 2012; Simon et al. 2018), mainly about concrete tools which can be directly used by pprofessionals in educational (school/preschool) settings.<< Objectives >>1) To increase the use of ICF, both within practical implementation in educational settings and within professional training settings (in basic and continous educational trainings)2) to support mainstreaming of ICF in cooperation with relevant stakeholders (BD, MoE) in educational settings3) to provide concrete tools a) how to work with ICF in school and preschool settings in order to assure full participation of all stakeholders including parents, transparency and increase inclusion of children with disabilty in educationb) how to plan necessary interventions and increase the quality of servicesc) to enable the transfer the complex system of ICF (5 health components/1600 codes) into daily practice of school and preschool. To reach the above mentionned objectives professionals in the field of education (inclusive teachers, headteachers, inclusive elementary teachers, early childhood interventionists, school administration and experts (BD) are provided witha) Daily life oriented understanding of ICF b) concrete tools how to plan educational supportc) lessons learnt from other settings<< Implementation >>a) Awareness rising in relevant settings (school, inclusive kindergarten, Early Intervention by cooperating with relevant stakeholders: FA11 and FA6 in ST, BD ST, BD NÖ, MoE in RNM and MoE in TR.b) Implementation in school-setting:AT: 1) Concrete planning and documentation tools were developped together with BD ST and BD NOE (10 work meetings with representatives)2) Initiation of mainstreaming in cooperation with BD ST and BD NÖ for 24/25 3) Piloting of the tools in diverse settings 26 pilot runs with 689 part. (see attached list)RMK: Proposal of an ICF based planning system within the general strategy of MoE, MoSL and Worldbank initiatives)TR: Awareness rising of MoE and initiation of follow up (Tubitak)c) Implementation in kindergarten-settings (icf-support plan, documentation and reporting system)AT: 1) Inclusion into continuous education of inclusive elementary teachers (PH K, PH ST)2) Implementation in 3 inclusive kindergartens in ST(Graz, Friedberg, Weiz, open for Mitterdombach, Gabersdorf, Feldbach)d) Implementation in 2 continuous education of Early Childhood Interventionist<< Results >>A: ICF based support plan (ready to take templates) consisting of 10 or 11 structural elements (number depends whether the aspect of „setting description*“ is included or not. Setting description mainly are useful and necssary when ICF based documents serve as expertise (Gutachten). In all other settings this 11th aspect is not assessed as useful).Templates are available for AT, MK and TRTemplates follow ICF philosophy and strucutre1 Basic data2 Health concerns/diagnosis(3 Setting information)*4 ICF „personal aspects“5 ICF- „environmental aspects“6 ICF- „body strucutral aspects“7 ICF- „body functional aspects“8 ICF- „Activities/participation aspects“9 ICF assessment 10 Support goals including evaluation11 Suggested servicesTemplates for school settings (AT, RNM, TR), for inclusive elementary education and ECI (AT) are availableB: 20 FAQs (DE, TR, MK) summarized from lessons learnt of previous trainings and EU projects. FAQs answer questions how ICF can be implemented in educational settings and mainly focuse on educational settings.C: Best practice examples how ICF is used (DE, TR, MK) extracted from anonymized ICF-case following relevant health componentsD): Training inputE: Link to electronic tools"