international application of functioning

Development of the ICF-CY The development of the ICF-CY is summarized in terms of: (a) the practical and philosophical rationales for its elaboration; and (b) key issues informing the process. A brief history of development activities is given in the preface. 3.1 Rationale for the ICF-CY The rationale for the development of the ICF-CY was based on practical, philosophical, taxonomic and public health considerations. A. Practical rationale From a practical perspective, the need for a comprehensive classification of childhood disability that could be used across service systems has been recognized for some time, but not realized. Moreover, the implementation of children’s rights in the form of access to health care, education, and social and habilitation services required a classification system sensitive to the physical, social and psychological characteristics unique to children and youth. Thus, the ICF-CY was developed to capture the universe of functioning in children and youth. Further, the manifestations of functioning, disability and health conditions in childhood and adolescence are different in nature, intensity and impact from those of adults. These differences were taken into account and the ICF-CY was developed in a manner sensitive to changes associated with growth and development. B. Philosophical rationale From a philosophical perspective, it was essential that a classification defining the health and functioning of children and youth incorporate the fundamental human rights defined by the UN Convention on the Rights of Persons with Disabilities (UN, 2007). As a taxonomy derived from the ICF, the ICF-CY describes states of functioning and health in codes with greater granularity which serve as precursors of more mature functioning. The rationale for a public health framework was based on the promise of a population approach to preventing disability in childhood. All content in the ICF-CY is in conformity with international conventions and declarations on behalf of the rights of children. Hence, the documentation of categories and codes in the ICF-CY may serve as evidence in assuring the rights of children and youth. The major themes of these conventions and declarations are summarized below, with emphasis on the most vulnerable children and youth – those with disabilities. 1989 UN Convention on the Rights of the Child with particular reference to article 23 Introduction ICF-CY xvi “A mentally or physically disabled child should enjoy a full and decent life in conditions which ensure dignity, promotes self reliance and facilitates the child’s active participation in the community” (Article 23(1)). This article of the Convention specifies that children with disabilities have the right to special care with assistance provided to children and caregivers appropriate to the child’s condition. Assistance is to be provided free-of-charge and designed to provide effective access to education, training, health-care and rehabilitation services in order to promote the child’s social integration and individual development. Standard Rules for the Equalization of Opportunities (1994) Rule 6 recognizes the principle of equal primary, secondary and tertiary educational opportunities for children, youth and adults with disabilities in integrated settings. Further, it emphasizes the importance of early intervention and special attention for very young children and preschool children with disabilities. Education for all: The World Education Forum in Dakar (2000) The Forum advocated for the expansion of early childhood care and education, and the provision of free and compulsory education for all. Additional goals include promoting learning and skills for young people and adults, increasing adult literacy, achieving gender parity and gender equality, and enhancing educational quality. Salamanca Statement on the Right to Education (2001) The Salamanca Statement declares that every child has a fundamental right to education and that special educational needs arise from disabilities or learning difficulties. The Statement also asserts that all children should be accommodated with child-centred pedagogy. In addition, the Statement emphasizes access to regular schooling with inclusive orientation for children with disabilities and the importance of early education to promote development and school-readiness. UN Convention on the Rights of Persons with Disabilities (2006) “[…] Children with disabilities should have full enjoyment of all human rights and fundamental freedoms on an equal basis with other children, and recalling obligations to that end undertaken by States Parties to the Convention on the Rights of the Child [ …]” (Preamble ). “1. States Parties shall take all necessary measures to ensure the full enjoyment by children with disabilities of all human rights and fundamental freedoms on an equal basis with other children. 2. In all actions concerning children with disabilities, the best interests of the child shall be a primary consideration. 3. States Parties shall ensure that children with disabilities have the right to express their views freely on all matters affecting them, their views being given due weight in accordance with their age and maturity, on an equal basis with other children, and to be provided with disability and age-appropriate assistance to realize that right” (Article 7). Article 30 of the Convention focuses on participation on an equal basis with others and underlines the importance for children with disabilities to play, participate in sports ICF-CY Introduction xvii activities and cultural life. “Participation in cultural life, recreation, leisure and sport: 1. States Parties recognize the right of persons with disabilities to take part on an equal basis with others in cultural life […] to have the opportunity to develop and utilize their creative, artistic and intellectual potential, not only for their own benefit, but also for the enrichment of society; […] to ensure that laws protecting intellectual property rights do not constitute an unreasonable or discriminatory barrier to access by persons with disabilities to cultural materials […] to recognition and support of their specific cultural and linguistic identity, including sign languages and deaf culture. […] to participate on an equal basis with others in recreational, leisure and sporting activities […], children with disabilities have equal access with other children to participate in play, recreation and leisure, and sporting activities, including those activities in the school system;” (Article 30).