ICF-School

Following the effects of Legislative Decree 66/2017, the tasks of Child Neuropsychiatry Services at the Local Health Authorities (ASL) and teachers are redefined concerning the school inclusion of girls and boys, female and male students with disabilities. Specifically, the Decree introduces the Functioning Profile according to the ICF biopsychosocial approach, which must be prepared by multidisciplinary evaluation units within the National Health Service (SSN), becoming the preparatory document for drafting the Individualized Educational Plan (PEI). The content and structure of the PEI are redefined with the introduction of a national model, to be prepared by the Local Territorial Group (GLO) according to the Guidelines attached to the Interministerial Decree no. 153/2023. According to these guidelines, it is the teachers' responsibility to systematically observe girls and boys, female and male students with disabilities to identify their needs and strengths, as well as to detect contextual factors that can support their school inclusion. Within the GLO, collaboration with parents is also essential, and, where possible, involving the students with disabilities themselves is encouraged in respect of their right to self-determination.
The ICF Applications platform supports the work of the GLO by allowing the creation of a Functioning Profile for pedagogical use, functional for completing some sections of the PEI following an evidence-based approach. The platform also supports the verification of the PEI and the final evaluation, including defining the resources needed for the following school year, with a view to redesigning the PEI and ensuring educational continuity.
The ICF-School questionnaires, prepared based on the guidelines issued by the Ministry of Health for drafting Disability Certification in developmental age (2022), are freely available on the website www.icf-scuola.it, Tools section.
The reference manual for this application is: The Individualized Educational Plan based on ICF. Tools and perspectives for the school. For articles, consult the publications page.