Zurich University of Teacher Education, Department of Research and Continuing Education, Zurich, Switzerland.
Disabil Rehabil. 2013 Jun;35(13):1087-91. doi: 10.3109/09638288.2012.740135.
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.
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.
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.
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.
自其发布以来，《国际功能、残疾和健康分类》（ICF）已被应用于许多政策领域，包括教育。虽然迄今为止，重点一直放在展示如何使用它来描述功能和残疾，但本文旨在关注其代表知识的价值。
在瑞士教育系统背景下，对 ICF 和 ICF-CY 的两种应用强调了分类可用于协助多学科团队获取和映射现有知识、创造新知识以及将其应用于特定目的的方式。
概念分析表明，“教育中的残疾”是一个混合概念世界，需要将与残疾相关的信息与与学习和教育相关的信息联系起来。ICF 可用于在复杂的社会环境中充分映射此类知识。
需要更加关注 ICF 作为一个信息系统，以帮助在不同的现实观点和不同的专业领域之间进行协商。在协作知识创造过程中，需要根据具体目的考虑内容的选择和表示方式。
