ABSTRACT
The aim of this study was to present the development of an instrument to collect disability information in school settings, based on the International Classification of Functioning, Disability and Health, Children and Youth version (ICF-CY): the ICF-PEI Schedule (ICF-CY-based schedule for Individualized Education Plan). Through an action-research process, a group of 14 teachers participated in the definition of a comprehensive list of ICF-CY categories, which were then used in a pilot test: categories relevant in at least 30% of the cases were retained. Teachers also reported the most relevant difficulties they had in using the ICF-CY questionnaires: these were discussed in plenary. On the basis of a pilot test and teachers' difficulties, a set of structured, easy to use and feasible questions for the school context were developed. A total of 118 ICF-CY categories were included in the preliminary list and 67 were retained. The most relevant difficulties in using ICF-CY questionnaires were as follows: obtaining reliable information on bodily impairments; using capacity in activities and participation; using qualifiers in 'borderline situations'; and identifying systems and policies as barriers or facilitators. The ICF-PEI Schedule is composed of 62 items, with a simplified rating scale. Teachers are asked to rate performance, which is directly observed, and to address which environmental factors impact it; thus, environmental factor rating is simplified. The ICF-PEI Schedule was drafted as a feasible instrument for school settings to collect and exploit functioning and disability data. Teachers can fruitfully employ it to assist in the definition of educational objectives and verify them longitudinally.
