Comprehensive Assessment: Learning from practical solutions

May 7 11, 2012 Washington, D.C.

filomena.pereira@d ge.mec.pt

The United Nations Convention on the Rights of Persons with Disabilities

Signed: 30 March 2007 Ratified the Convention: 30 July 2009 Ratified Additional Protocol: 30 July 2009
Article 24 CRDP: The Article 24 of the UNCRDP was brought to the attention of all stakeholders by pointing out that the eligibility procedure needs to address the right of the individual child to the best possible education and support.

Who is this child and what are her rights and needs?

Rights: Integrity as person Identity Right to be heard Education

Human rights are human only if they refer to everyone (Grunewald, 2003).

How can the school insure childrens rights and needs to education?
To insure that children with disabilities realize their right to education the school/professionals need to:

identify the barriers; understand their functioning limitations and abilities; develop an educative individualized plan.

Using ICF-CY to document deprivation of access to environment

UNCRC-Rights Integrity as a person Identity Education Family environment Assistive technology Access / mobility Kind of environment in ICFCY (EF chapters) Psychologicale3 Psychological-e3 Physical- e1: Policy-e5 Social- e3 Physical- e1 Physical- e1

Using ICF-CY codes to define Teresas special education needs

b760.3 control of voluntary movements d155.3 acquiring skills d160.3 focusing attention d2304.2 managing changes in daily routine d4750.2 driving human powered transportation e1503 Design construction and building products and technology for physical safety of persons

eligibility to benefit
Carried out the premise that (i) disability is a multi-dimensional phenomenon involving not only the child but also its environment, and that (ii) eligibility includes goals, needs, disaggregation should be done systematically using the following information components: Information on functioning, including body functions and activity/participation; Information on environment factors, including both the professional and family environment; Recommended professional environments, including educational settings, specialized interventions; Recommended educational and developmental goals, and Estimation of requirements and needs.

ICF-CY: framework for documenting eligibility and special educational needs

Health Conditions

Assessing needs

Body Structures & Functions:

Activities

Participation

Developmental and formative objectives

Environmental Factors

Personal Factors

Professional context and provision

Opportunities/ Requirements/ Education needs

Assessment procedure principles

Principle Crossed views along the process Parents involvement Data protection and confidentiality of information

Mapping Knowledge: Step Procedures

Step 2: Assessment of needs
Development and formative objectives Individual needs assessment Proposed placement

ICF-CY Model extended

Standardized Assessment Procedure

Professional context Familiar context Functional assessment

Personal information

ICF-CY model

Step 1: Basic Assessment

(adapted from Hollenweger, J.)

Maria Who is this child according ICF-CY?

Capacity
d 150 has severe problem in learning how to calculate d 880 has a good abilitiy to play with others

Performance Health Condition

Trisomy 21 d 150 has minor problem in learning to calculate in the class that she is actually attending d 880 has no problem to play with others in her actual school situation

Functions
b 120 moderate problem in the global cognitive functions b 140 no attention problem

Environmental and personal factors

e 130 she needs special products and technologies to education: a dedicated software is a facilitator to do simple calculations e 320 friends: Maria has friends at school

Structures
s 2204 moderate visual problem s 110 no problems in the cerebral structure

Eligibility for Special Education Services

Referral for Assessment

Basic assessment and assessment of needs

Statement of Needs

Pedagogical Board approval

Director Ratification

IEP

Statement of Needs
General information:
Child or young personal data Referral

Basic assessment:
Professional context Familiar context Functioning assessment

Assessment of needs:
Educational/formative and developmental objectives Needs and requirements Recommendations on measures and placement

Use of the different types of information

Information Type A Information collected directly (professional) Information Type B: Information from different sources Information Type C Information from shared views and consensus

Type A: structure and body functions Type B: activity and participation Type C: objectives, placement, needs, measures

Handbook:
Tools for documenting eligibility and documenting needs

Tools to support the eligibility process for special education services consistent with ICF-CY

Assessment principles Referral Planning assessment Joint assessment meeting ICF-CY items Statement of Needs Individual Education Plan

Planning the assessment process

Planning the assessment process Who takes part in the multidisciplinary team? Whats the procedure to collect information? How to analyze information? What decisions result from the information analyses?

Joint meeting assessment and planning

Cooperative assessment meeting Join assessment and planning

Cooperative assessment needs Joint assessment meeting

Developing a shared understanding

Visualise differing views
Communication

x x x x x x

(3) Analysis of A/P to better understand all contributing factors (environment, body functions) (4) Discussing, sharing experiences, deciding on goals and priorities

ICF-CY Checklist

Using ICF-CY items for building up the Functional Profile

Possible areas/chapters of focus for core set in special education

areas Mental functions Sensory functions Learning Communication Mobility Behavior Social interaction Major life area BF-chapter I BF- chapter II A&P- chapter I A&P- chapter III A&P- cap. IV A&P- cap. II & VII A&P- chapter VII A&P- chapter VII chapters

Functional Diagnosis
Body Functions
b167 Mental functions of language b1670 Reception of language b16700 Reception of spoken language b16701 Reception of written language b1671 Expression of language b16710 Expression of spoken language b16711 Expression of written language b1672 Integrative language functions b320 Articulation voice functions
I.R.C.C.S. "E. Medea" - Ass. La Nostra b330 Fluency and rhythm of speech functions Famiglia Polo Veneto
0 1 2 3 4

X X X X X X X

Functional Diagnosis
Activitiy and Participation
d310 communicating with receiving spoken messages d315 communicating with receiving nonverbal messages d3150 communicating with receiving body gestures d3151 communicating with receiving general signs and symbols d3152 communicating with receiving drawings and photographs d320 communicating with receiving formal signs language messages d325 communicating with receiving written messages d330 Speaking
I.R.C.C.S. "E. Medea" - Ass. La Nostra Famiglia Polo Veneto
0 1 2 3 4

X X X

X X

Individual Education Plan

Individual Education Plan Based upon the Statement of Needs

I have the right to an inclusive education!

Thank you for your attention filomena.pereira@dge.mec.pt