Zurich University of Teacher Education, Zurich, Switzerland.
Am J Phys Med Rehabil. 2012 Feb;91(13 Suppl 1):S97-102. doi: 10.1097/PHM.0b013e31823d5501.
In developed countries, establishing eligibility for persons with disabilities is a requirement for accessing specialized services or benefits. The underlying conceptualizations of disability are often problematic because they concentrate on deficits but try to promote social participation and focus on dependence while trying to strengthen independence. In addition, such conceptualizations are unable to respond to the rights-based approach of the UN Convention on the Rights of Persons with Disabilities. The International Classification of Functioning, Disability and Health Version for Children and Youth provides a model and classification that allows relating disease- or impairment-specific information to participation in the life domains relevant for a specific policy area. Establishing eligibility in education systems needs to be compatible with the principles of inclusive education, participation, and social justice. In addition, the overall goals of education and individualized goals for a specific child with disabilities need to be taken into account. Using the International Classification of Functioning, Disability and Health Version for Children and Youth as a model and classification, the different factors influencing eligibility-related decisions (impairments, activity/participation, environment, personal factors) can be made transparent to provide the basis for a decision-making process to which parents and the child actively contribute.
在发达国家，为残疾人确定资格是获得专门服务或福利的要求。残疾的基本概念往往存在问题，因为它们侧重于缺陷，但同时试图促进社会参与，并注重依赖，同时努力加强独立性。此外，这种概念化无法响应联合国残疾人权利公约的基于权利的方法。《国际功能、残疾和健康分类儿童和青年版》提供了一个模型和分类，允许将与疾病或损伤相关的信息与参与特定政策领域的生活领域相关联。在教育系统中确定资格需要与全纳教育、参与和社会正义的原则相兼容。此外，还需要考虑教育的总体目标和特定残疾儿童的个性化目标。使用《国际功能、残疾和健康分类儿童和青年版》作为模型和分类，可以使影响资格相关决策的各种因素（损伤、活动/参与、环境、个人因素）变得透明，为决策过程提供依据，让家长和孩子能够积极参与决策过程。
