disability; education; ICF; inclusion; special needs; Education
Abstract :
[en] The International Classification of Functioning, Disability, and Health (ICF), established by the World Health Organization (WHO), provides a biopsychosocial framework for understanding and addressing human functioning and disability. This systematic review examines the application of the ICF in educational contexts across four non-English languages: Chinese, German, Italian, and Portuguese. The findings reveal significant cross-cultural and linguistic variations in interpretation and implementation, shaped by each country’s socio-political, historical, and educational landscape. By analyzing 54 peer-reviewed publications, this review identifies key practical applications of the ICF in fostering inclusive educational practices. The study highlights how the ICF has influenced a shift from medicalized models of disability toward holistic, participation-centered approaches. Specifically, the ICF is used in Chinese literature to guide activity-based assessments in special education, in German studies as a broad theoretical framework, and in Italian and Portuguese research as a practical tool for inclusive education in mainstream settings. Despite its potential, challenges remain in cross-cultural integration, including inconsistencies in adoption and the need for deeper application beyond theoretical references. To enhance the ICF’s impact in education, this review underscores the necessity for training, cross-cultural collaboration, and policy refinement. Strengthening educators’ and policymakers’ understanding of ICF principles can facilitate its integration into mainstream education, ensuring a more inclusive and supportive learning environment for students with disabilities and those requiring additional support.
Disciplines :
Education & instruction
Author, co-author :
Kang, Lin-Ju; Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Taoyuan, Taiwan ; Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, Linkou, Taiwan
Naude, Alida; Division of Speech-Language and Hearing Therapy, Department of Health and Rehabilitation Science, Stellenbosch University, Stellenbosch, South Africa
Rocha, Andre; Santa Catarina Foundation for Special Education - FCEE, Santa Catarina, Brazil ; Interdisciplinary Neuroscience Ph.D. program, University of Nevada, Las Vegas, Las Vegas, United States
Bornman, Juan; Division of Speech-Language and Hearing Therapy, Department of Health and Rehabilitation Science, Stellenbosch University, Stellenbosch, South Africa
Alves, Ines; School of Education, University of Glasgow, Glasgow, United Kingdom
Maxwell, Gregor Ross; Resource Centre for Teaching, Learning and Technology, UiT The Arctic University of Norway, Tromsø, Norway
Moretti, Marta; Centre for Teaching and Transcultural Learning, Zurich University of Teacher Education, Zürich, Switzerland ; Amici per il Centrafrica Carla Maria Pagani ONG, Bangui, Central African Republic
PROYER, Michelle ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Teaching and Learning
Shi, Linjun; School of Nursing, Tianjin Medical University, Tianjin, China
Zahnd, Raphael; School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Zürich, Switzerland
External co-authors :
yes
Language :
English
Title :
An international systematic review of the ICF in education: cross-language comparisons from Chinese, German, Italian, and Portuguese publications
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