The contribution provide a reflection on the bio-psycho-social perspective of the International Classification of Functioning, Disability and Health (ICF) in the Italian school context. In fact, the ICF instrument has been present in our country for almost twenty years, but the complexity of the proposed paradigm has not always allowed the developement of teaching practices that consider the ecological and contextual dimension. In particular, the drafting of the functioning profile and the individualized Educational plan require a reflective thinking by teaching staff. The considerations here presented born within the experience of the specialization course for thesupport activities of the University of Perugia, that questioned methodological positions and accompanying practices regarding the entry of ICF’s model at school.
La cornice bio-psico-sociale tra teoria e prassi educative: possibili domande di ricerca.
Moira Sannipoli
2020
Abstract
The contribution provide a reflection on the bio-psycho-social perspective of the International Classification of Functioning, Disability and Health (ICF) in the Italian school context. In fact, the ICF instrument has been present in our country for almost twenty years, but the complexity of the proposed paradigm has not always allowed the developement of teaching practices that consider the ecological and contextual dimension. In particular, the drafting of the functioning profile and the individualized Educational plan require a reflective thinking by teaching staff. The considerations here presented born within the experience of the specialization course for thesupport activities of the University of Perugia, that questioned methodological positions and accompanying practices regarding the entry of ICF’s model at school.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
