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Using Social Capital to Construct a Conceptual International Classification of Functioning, Disability, and Health Children and Youth Version-Based Framework for Stronger Inclusive Education Policies in Europe
Jönköping University, School of Education and Communication, HLK, CHILD.
Neurological Institute Carlo Besta IRCCS Foundation, Milan, Italy.
2012 (English)In: American Journal of Physical Medicine & Rehabilitation, ISSN 0894-9115, E-ISSN 1537-7385, Vol. 91, no 13, S118-S123 p.Article in journal (Refereed) Published
Abstract [en]

Inclusive education is part of social inclusion; therefore, social capital can be linkedto an inclusive education policy and practice. This association is explored in thisarticle, and a practical measure is proposed. Specifically, the World Health Organization’sInternational Classification of Functioning, Disability and Health Childrenand Youth Version (ICF-CY) is proposed as the link between social capital andinclusive education. By mapping participation and trust indicators of social capitalto the ICF-CY and by using the Matrix to Analyse Functioning in Education Systems(MAFES) to analyze the functioning of inclusive education policies and systems,a measure for stronger inclusive education policies is proposed. Such a toolcan be used for policy planning and monitoring to ensure better inclusive educationenvironments. In conclusion, combining enhanced social capital linked tostronger inclusive education policies, by using the ICF-CY, can lead to better healthand well-being for all.

Place, publisher, year, edition, pages
2012. Vol. 91, no 13, S118-S123 p.
Keyword [en]
Mainstreaming (Education), Social Networks, World Health Organization, Public Policy
National Category
Sociology Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-17955DOI: 10.1097/PHM.0b013e31823d4b92ISI: 000208868800015Local ID: HLKCHILDISOAI: oai:DiVA.org:hj-17955DiVA: diva2:516514
Projects
MURINET
Available from: 2012-04-18 Created: 2012-04-18 Last updated: 2016-09-19Bibliographically approved
In thesis
1. Bringing more to participation: Participation in school activities of persons with disability within the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY)
Open this publication in new window or tab >>Bringing more to participation: Participation in school activities of persons with disability within the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY)
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

As societies the world over move towards defining inclusive and effective education systems this presents the educator with the new challenge of providing an equal and democratic education environment for all students. With children the nature of functioning and environmental settings varies greatly in comparison with adults and assessing children’s involvement in activities is of particular importance to ensure effective and inclusive society building through education. Building on the existing and previous participation research this thesis specifically aims to provide a means to theorize participation from two perspectives (frequency of attending and intensity of involvement) and put in to operation using five dimensions of the environment: availability, accessibility, affordability, accommodability, and acceptability. Contextually this has been done by investigating children in need of additional support (including children with disabilities) at school. Results indicate that while research and theory take a holistic and balanced approach by using participation based on two perspectives, this has yet to filter down to practice. A new approach to measuring inclusive education using social capital, the five environmental dimensions, and the ICF-CY is proposed and tested. However, while the ICF-CY provides a consistent descriptive framework, no clear connections between social capital and inclusive education policy could be drawn and the five environmental dimensions – especially the involvement-related ones – need further development. The final paper presents evidence from the individual perspective for a third ICF-CY activities and participation qualifier to represent the subjective experience of involvement. Participation can thus be regarded as a multi-dimensional phenomenon with two main conceptual roots: sociology and developmental psychology.

Place, publisher, year, edition, pages
Jönköping: School of Education and Communication, 2012. 200 p.
Series
Doktorsavhandlingar från Högskolan för lärande och kommunikation, ISSN 1652-7933 ; 16
Series
Studies from the Swedish Institute for Disability Research, ISSN 1650-1128 ; 42
Keyword
Participation, involvement, frequency, child, ICF-CY, inclusive educa-tion, policy
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hj:diva-18079 (URN)978-91-628-8484-0 (ISBN)
Public defence
2012-06-15, Hb116, Högskolan för lärande och kommunikation, Högskolan Jönköping, Jönköping, Jönköping, 13:15 (English)
Opponent
Supervisors
Projects
MURINET project (Multidisciplinary Research Network on Health and Disability in Europe, European Commission project funded within the Sixth Framework Programme, MRTN-CT-2006-035794).
Available from: 2012-05-24 Created: 2012-05-23 Last updated: 2015-08-27Bibliographically approved

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