Tiếp cận giáo dục trẻ khuyết tật trí tuệ theo ICF-CY: Từ hồ sơ phát triển đến hồ sơ chức năng và định hướng giáo dục hòa nhập

Tóm tắt

In special education, developmental or intellectual indices alone are insufficient to guide individualized education for children with intellectual disabilities. This study described the developmental profiles of 33 children with intellectual disabilities aged 3 years 0 months to 6 years 11 months using the Kyoto Scale of Psychological Development (KSPD) and interpreted the findings within the ICF-CY framework. The results showed that the Postural–Motor developmental quotient (DQP–M = 68.73) was significantly higher than the Cognitive–Adaptive (DQC–A = 58.42) and Language–Social developmental quotients (DQL–S = 58.36), indicating that motor development was a relative strength in this group. A functional profile describes what a child can do and how the child participates in real-life contexts, together with the environmental factors that facilitate or hinder their functioning. By integrating the ICF-CY and Universal Design for Learning (UDL) frameworks, the study proposes an approach for translating developmental profiles into functional profiles to identify support needs and develop appropriate inclusive education programs.