Using ICF in the special education: a bibliographic mapping

• Autor(a) principal: Oliveira, Mariângela Castilho Uchoa de
• Data de Publicação: 2021
• Outros Autores: Miccas, Camila, Araújo, Catherine Oliveira de, D'Antino, Maria Eloisa Famá
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/42725
• topic: ICF; International Classification of Functioning; School Inclusion.; CIF; Clasificación Internacional de Funcionalidad; Inclusión Escolar.; CIF; Classificação Internacional de Funcionalidade; Inclusão Escolar.

The International Classification of Functioning, Disability and Health Is a classification developed by the World Health Organization (WHO), that after a review of the International Classification of Disabilities and Disadvantages (ICIDH), a change of context was made from the negative focus on disability to a positive perspective with emphasis on the activities and participation of the individual with disabilities in his function/ or body structure (FARIAS; BUCHALLA, 2005). There are different objectives, primarily being useful for functioning and global disability of the individual, just as the standardization of information that can be used by different professionals, such as physiotherapist, speech therapist, teachers, and others. In this standardization of information, we can include the school environment. This study aimed to map the publications on the use of ICF in an inclusive school environment. The method adopted was a review of the retrospective literature in three scientific science indexers: Scielo, Lilacs and Pubmed. It resulted in 91 articles, however after reading the abstracts, only 16 articles filled the criteria and were read in full. It was verified that there is a shortage of publications on this subject and it was noted the need of new studies that contemplate this subject. Since ICF does not classify people, but their functioning and incapacity, it is necessary that professionals inserted in the school context dominate it in order to promote programs and policies that respond efficiently to the learning and development demands of the individual with disabilities, expanding their participation in school and social activities.