Utility of the International Classification of Functioning, Disability and Health (ICF) for educational psychologists' work

Despite embracing a bio-psycho-social perspective, the World Health Organization's International Classification of Functioning, Disability and Health (ICF) assessment framework has had limited application to date with children who have special educational needs (SEN). This study examines its utility for educational psychologists' work with children who have Autism Spectrum Disorders (ASD). Mothers of 40 children with ASD aged eight to 12 years were interviewed using a structured protocol based on the ICF framework. The Diagnostic Interview for Social and Communication Disorder (DISCO) was completed with a subset of 19 mothers. Internal consistency and inter-rater reliability of the interview assessments were found to be acceptable and there was evidence for concurrent and discriminant validity. Despite some limitations, initial support for the utility of the ICF model suggests its potential value across educational, health and care fields. Further consideration of its relevance to educational psychologists in new areas of multi-agency working is warranted.

Using computer-assisted interviewing to consult with children with autism spectrum disorders: An exploratory study

This article explores the use of computer-assisted interviewing (CAI) as a tool for consulting with children with autism spectrum disorders (ASD). This is considered within the context of a research study which utilized one CAI programme, In My Shoes, to investigate children and young people's views of provision, support, and participation in meetings and involvement in decision making. Based on a process of reflection through dialogue, the authors report on the perceived value of this methodology compared with traditional semi-structured interviewing. The researchers conclude that this approach offers potential in interviewing children with ASD. Implications for practitioners and avenues for future research are considered.

Diverse perspectives on pupil health among professionals in school-based multi-professional teams

Internationally, educators have proposed a shift from a narrow diagnostic view to a holistic and salutogenic perspective on pupils’ school-related difficulties. There is, however, little evidence to suggest that such a shift has taken place, despite being talked about by school administrators. In Sweden such a shift is proposed through a new organization of school services (‘pupil health’) with the distinct aim of psychosocial and physical health promotion in schools. The aim of the present study was to explore the meaning attributed to the new concept of ‘pupil health’ by school psychologists and different school-based professionals (i.e. their social representations of the concept and the services provided). Questions investigated include: What meanings do school-based multi-professional teams attribute to ‘pupil health’? What patterns of meaning can be distinguished between different professional groups and across professional groups? A mainly inductive qualitative content analysis adapted from Graneheim and Lundman (2003) was used. The result is a model, a matrix, which illuminates diversity in ‘pupil health’ as a new concept. The matrix describes four different perspectives on pupil health. The practical implications of those perspectives are discussed with reference to research on multi-professional teams, social representation theory and salutogenic perspectives.

Re-assessing the current assessment practice of children with special education needs in Europe

This article reports the results of the European ‘DAFFODIL’’ (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning) Project on the question of how functional and learning assessment systems facilitate or inhibit participation of children with developmental difficulties in inclusive education. Questionnaires were sent to medical, psychological, educational professionals, and parents in Sweden, Portugal, Hungary, Belgium, Romania, Norway, and the Virgin Islands. Interviews and focus groups were organized. Results (95%) showed that static standardized psychometric tests of intellectual, behavioural, and language functioning were mainly used, with the WISC-III being the most frequent test applied. Less than 5% of the 166 professionals in our sample used formative assessment and contextual observation to reveal learning or developmental potential in a process-oriented way. Experts were generally not satisfied with current assessment practices. Reported weaknesses included lack of time, human resources, materials, cooperation, and follow-up. Assessment practice was mainly used to determine whether a child should be placed in a special needs programme, a special school, or an institutional setting, depending on whether a country has inclusive education practice or not. Parents were satisfied with static functional assessment when its purpose was to obtain disability benefits (financial, special education resources, recognition), but were unhappy with the negative outlook of reports. The main complaint of teachers and parents was about the poverty of recommendations on how to work with the child. Our conclusion is that the current practice of standardized psychometric testing seems to contribute to barriers to learning if it is used in a deterministic or predictive way. In this regard, dynamic and functional assessment methods that are qualitatively oriented seem promising in addressing the issues of learning and development in a different way. The methods also contribute to an understanding of the child’s needs in learning and development. However, interpretation and communication of assessment results in a way that emphasizes a more adequate and challenging educational intervention for the child seems to be central.