Objective: This article discusses the use of a third qualifier, subjective experience of involvement, as a supplement to the qualifiers of capacity and performance, to anchor activity and participation as separate endpoints on a continuum of actions.
Design: Empirical data from correlational studies were used for secondary analyses. The analyses were focused on the conceptual roots of the participation construct as indicated by the focus of policy documents, the support for a third qualifier as indicated by correlational data, differences between self-ratings and ratings by others in measuring subjective experience of involvement, and the empirical support for a split between activity and participation in different domains of the activity and participation component.
Results: Participation seems to have two conceptual roots, one sociologic and one psychologic. The correlational pattern between the qualifiers of capacity, performance, and subjective experience of involvement indicates a possible split between activity and participation. Self-ratings of participation provide information not obtained through ratings by others, and later domains in the activities and participation component fit better with measures of experienced involvement than earlier domains did.
Conclusions: The results from secondary analyses provide preliminary support for the use of a third qualifier measuring subjective experience of involvement to facilitate the split between activity and participation in the International Classification of Functioning, Disability and Health, Children and Youth version, activity and participation domain.
OBJECTIVE: To study the outcomes of a new surgical and rehabilitation program for initial unilateral transtibial amputation in patients with peripheral vascular disease. The program consists of sagittal incision, rigid dressing, compression therapy using silicone liner, and direct manufacturing prosthetic technique. DESIGN: A prospective cohort study with 1-yr follow-up. RESULTS: Of the 217 consecutive patients with peripheral vascular disease who underwent transtibial amputation (mean age, 77 yrs; 51% diabetic; 116 could walk before amputation), 119 (55%) were fitted with a prosthesis at a median time of 41 (range, 12-147) days after amputation. Of the prosthetic recipients, 76 (64%) obtained good function with the prosthesis within 6 mos. Within 1 yr, reamputation was performed on 8.2%, and contralateral amputation was performed on 5.5%. The 90-day mortality was 24% (53 patients). The total 1-yr mortality was 40% (86 patients): 17% among patients who received a prosthesis and 67% among those who did not receive a prosthesis or had undergone reamputation. CONCLUSIONS: Following this standardized surgical and rehabilitation program, prosthetic fitting was achieved in more than half of transtibial amputees, almost two-thirds of prosthetic recipients obtained good function, and the reamputation rate was low. Comparison with outcomes of alternative strategies is needed.
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.
This article presents the outcome of a systematic literature review exploring theapplicability of the International Classification of Functioning, Disability, and Health(ICF) and its Children and Youth version (ICF-CY) at various levels and in processeswithin the education systems in different countries. A systematic databasesearch using selected search terms has been used. The selection of studies wasthen refined further using four protocols: inclusion and exclusion protocols at abstractand full text and extraction levels along with a quality protocol. Studies exploring thedirect relationship between education and the ICF/ICF-CY were sought.As expected, the results show a strong presence of studies from Englishspeakingcountries, namely from Europe and North America. The articles weremainly published in noneducational journals. The most used ICF/ICF-CY componentsare activity and participation, participation, and environmental factors.From the analysis of the papers included, the results show that the ICF/ICF-CY iscurrently used as a research tool, theoretical framework, and tool for implementingeducational processes. The ICF/ICF-CY can provide a useful language to theeducation field where there is currently a lot of disparity in theoretical, praxis, andresearch issues. Although the systematic literature review does not report a highincidence of the use of the ICF/ICF-CY in education, the results show that the ICF/ICF-CYmodel and classification have potential to be applied in education systems.