Article

Since its endorsement, the International Classification of Functioning,
Disability and Health (ICF) has been applied in many policy contexts, including
education. While so far the focus has been on showing ways in which it can be
used to describe functioning and disability, this article seeks to focus on its
value to represent knowledge. METHODS: Two applications of the ICF and ICF-CY in
the context of the Swiss education system highlight ways in which the
classification can be used to assist multidisciplinary teams in acquiring and
mapping existing knowledge, in creating new knowledge and in applying it for
specific purposes. RESULTS: The conceptual analysis illustrates that "disability
in education" is a hybrid conceptual world that needs to bridge
disability-related information with information relevant for learning and
education. The ICF can be used to adequately map such knowledge in complex social
settings. CONCLUSION: More attention needs to be paid to the ICF as an
information system to help negotiate between different views on reality and
different areas of expertise. The selection of content and ways of representing
it need to be considered in the light of the specific purposes during
collaborative knowledge creation processes.

Langue : ANGLAIS