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 settings 3) 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 education b) how to plan necessary interventions and increase the quality of services c) 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 with a) Daily life oriented understanding of ICF b) concrete tools how to plan educational support c) lessons learnt from other settings
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.