基于ICF的智力残疾个别化服务与支持方案设计研究
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摘要
目的基于ICF的功能和残疾理论与方法,分析智力残疾人的服务与支持需求,建立结构化和标准化的个别化服务支持系统方案。方法采用ICF的理论与方法对智力残疾个别化服务方案的过程进行分析,从智力功能与适应性行为和个体的服务需求入手,构建结构化、标准化的个别化服务支持方案。结果基于ICF的功能与残疾架构,对智力残疾人的功能与服务需求进行系统分析,构建涉及智力残疾人的功能诊断、服务需求报告以及个别化服务支持过程的结构化、标准化服务支持方案。结论运用ICF可以对智力残疾人的功能进行系统分析,对服务与支持需求进行结构化报告,从而构建针对个体功能特点和服务需求的结构化、个别化的智力残疾服务与支持方案,以促进智力残疾人的整体康复。
Objective To analyze the unmet needs of services and support, and design structured, standardrized and individualized service and support plans for people with intellectual disability using ICF framework.Methods In respective of intellectual function and adaptive behavior, a structured, standardrized and individualized service and support plan had been constructed according to process of individualized plan using ICF.Results Based on ICF model of functioning and disability, the structured and standardized service and support plan had been constructed, including functional diagnosis and service needs reporting, and individualized services protocols.Conclusion With the analysis of functioning and reporting of unmet needs of service using ICF, the structured, standardrised and individualized service and support plan can be developed to promote the total rehabilitation for people with intellectual disabilities.
Objective To analyze the unmet needs of services and support, and design structured, standardrized and individualized service and support plans for people with intellectual disability using ICF framework.Methods In respective of intellectual function and adaptive behavior, a structured, standardrized and individualized service and support plan had been constructed according to process of individualized plan using ICF.Results Based on ICF model of functioning and disability, the structured and standardized service and support plan had been constructed, including functional diagnosis and service needs reporting, and individualized services protocols.Conclusion With the analysis of functioning and reporting of unmet needs of service using ICF, the structured, standardrised and individualized service and support plan can be developed to promote the total rehabilitation for people with intellectual disabilities.
引文
[1]Thompson J R,Bradley V,Buntinx W H E,et al.Conceptualiz‐ing supports and the support needs of people with intellectua disabilities[J].Intellect Dev Disabil,2009,47:135-146.
[2]Schalock R L,Borthwick-Duffy S A,Bradley V J,et al.Intel‐lectual Disability:Definition,Classification,and Systems of Supports[M].Washington D.C.:American Association on Intel‐lectual and Developmental Disabilities,2010.
[3]Buntinx W H E,Schalock R L.Models of disability,quality of life,and individualized supports:implications for professiona practice in intellectual disability[J].J Policy Pract Intellect Dis‐abil,2010,7(4):283-294.
[4]World Health Organization.International Classification of Dis‐eases 11th Revision[EB/OL].[2018-08-17].https://icd.who.int browse11.
[5]世界卫生组织.国际功能、残疾和健康分类(国际中文增补版)[M].邱卓英,译.日内瓦:世界卫生组织,2015.
[6]邱卓英,李欣,刘冯铂,等.基于ICF的智力残疾模式、测量方法及社会支持系统研究[J].中国康复理论与实践,2016,22(4):373-377.
[7]American Association on Intellectual and Developmental Dis‐abilities.Definition of intellectual disability[EB/OL].[2018-08-17].http://aaidd.org/intellectual-disability/definition.
[8]冬雪.美国智力障碍定义的演变及其启示[J].中国特殊教育2011(5):34-39.
[9]Tasse M J,Luckasson R,Nygren M.AAIDD proposed recom‐mendations for ICD-11 and the condition previously known as mental retardation[J].Intellect Dev Disabil,2013,51(2)127-131.
[10]卓大宏.中国康复医学[M].2版.北京:华夏出版社,2003.
[11]李毓秋,邱卓英.适应性行为评定量表第二版中文版(儿童用)的修订[J].中国康复理论与实践,2016,22(4):378-382.
[12]Vale M D C,Pereira-Da-Silva L,Pimentel M J,et al.Classify‐ing functioning of children and adolescents with intellectual disability:the utility of the International Classification of Func‐tioning,Disability and Health for Children and Youth[J].J Poli‐cy Pract Intellect Disabil,2016,8:1-9.
[13]Thompson J R,Hughes C,Schalock R L,et al.Integrating supports in assessment and planning[J].Ment Retard,2002,40(5):390-405.
[14]Fortune J,Agosta J,Auerbach K,et al.Developing Reimburse‐ment Levels Using the Supports Intensity Scale(SIS)in Louisi‐ana[R].Portland,OR:Human Services Research Institute,2009.
[15]Mafuba K.Children with intellectual disabilities and/or com‐plex needs[J].J Child Health Care,2015,7:1-5.
[16]Thompson J R,Bryant B R,Campbell E M,et al.Supports In‐tensity Scale.Users Manual[M].Washington D.C.:American Association on Mental Retardation,2004.
[17]邱卓英,黎东晓,李欣,等.当代智力残疾测量与统计方法和社会支持与服务体系研究[J].中国康复理论与实践,2016,22(4):383-388.
[18]许家成."智力障碍"定义的新演化--以"功能"、"支持"与"生活质量"为导向的新趋势[J].中国特殊教育,2003(4):19-23.
[19]特雷弗·帕门特,李敬.智力与发展性障碍领域的研究进展概述[J].残疾人研究,2017(2):3-6.
[20]Granberg T.Social Skill Acquisition for Students with Disabil‐ities in Inclusive Early Childhood Classrooms[D].Long Beach:California State University,2010.
[21]邓猛,颜廷睿.西方特殊教育研究进展述评[J].教育研究,2016(1):77-84.
[22]傅王倩,王勉,肖非.美国融合教育中个别化教育计划的发展演变、实践模式与经验启示[J].外国教育研究,2018,45(6):102-115.
[23]Sanches-Ferreiraa M,Lopes-dos-Santos P,Alves S,et al.How individualised are the Individualised Education Programmes(IEPs):an analysis of the contents and quality of the IEPs goals[J].Eur J Spec Needs Educ,2013,28(4):507-520.
[24]Cordier R,Milbourn B,Martin R,et al.A systematic review evaluating the psychometric properties of measures of social in‐clusion[J].PLo S One,2017,12(6):1-37.
[25]王萍,江琴娣.美国个别化家庭服务计划及对我国的启示[J].中国特殊教育,2012(5):8-11.
[2]Schalock R L,Borthwick-Duffy S A,Bradley V J,et al.Intel‐lectual Disability:Definition,Classification,and Systems of Supports[M].Washington D.C.:American Association on Intel‐lectual and Developmental Disabilities,2010.
[3]Buntinx W H E,Schalock R L.Models of disability,quality of life,and individualized supports:implications for professiona practice in intellectual disability[J].J Policy Pract Intellect Dis‐abil,2010,7(4):283-294.
[4]World Health Organization.International Classification of Dis‐eases 11th Revision[EB/OL].[2018-08-17].https://icd.who.int browse11.
[5]世界卫生组织.国际功能、残疾和健康分类(国际中文增补版)[M].邱卓英,译.日内瓦:世界卫生组织,2015.
[6]邱卓英,李欣,刘冯铂,等.基于ICF的智力残疾模式、测量方法及社会支持系统研究[J].中国康复理论与实践,2016,22(4):373-377.
[7]American Association on Intellectual and Developmental Dis‐abilities.Definition of intellectual disability[EB/OL].[2018-08-17].http://aaidd.org/intellectual-disability/definition.
[8]冬雪.美国智力障碍定义的演变及其启示[J].中国特殊教育2011(5):34-39.
[9]Tasse M J,Luckasson R,Nygren M.AAIDD proposed recom‐mendations for ICD-11 and the condition previously known as mental retardation[J].Intellect Dev Disabil,2013,51(2)127-131.
[10]卓大宏.中国康复医学[M].2版.北京:华夏出版社,2003.
[11]李毓秋,邱卓英.适应性行为评定量表第二版中文版(儿童用)的修订[J].中国康复理论与实践,2016,22(4):378-382.
[12]Vale M D C,Pereira-Da-Silva L,Pimentel M J,et al.Classify‐ing functioning of children and adolescents with intellectual disability:the utility of the International Classification of Func‐tioning,Disability and Health for Children and Youth[J].J Poli‐cy Pract Intellect Disabil,2016,8:1-9.
[13]Thompson J R,Hughes C,Schalock R L,et al.Integrating supports in assessment and planning[J].Ment Retard,2002,40(5):390-405.
[14]Fortune J,Agosta J,Auerbach K,et al.Developing Reimburse‐ment Levels Using the Supports Intensity Scale(SIS)in Louisi‐ana[R].Portland,OR:Human Services Research Institute,2009.
[15]Mafuba K.Children with intellectual disabilities and/or com‐plex needs[J].J Child Health Care,2015,7:1-5.
[16]Thompson J R,Bryant B R,Campbell E M,et al.Supports In‐tensity Scale.Users Manual[M].Washington D.C.:American Association on Mental Retardation,2004.
[17]邱卓英,黎东晓,李欣,等.当代智力残疾测量与统计方法和社会支持与服务体系研究[J].中国康复理论与实践,2016,22(4):383-388.
[18]许家成."智力障碍"定义的新演化--以"功能"、"支持"与"生活质量"为导向的新趋势[J].中国特殊教育,2003(4):19-23.
[19]特雷弗·帕门特,李敬.智力与发展性障碍领域的研究进展概述[J].残疾人研究,2017(2):3-6.
[20]Granberg T.Social Skill Acquisition for Students with Disabil‐ities in Inclusive Early Childhood Classrooms[D].Long Beach:California State University,2010.
[21]邓猛,颜廷睿.西方特殊教育研究进展述评[J].教育研究,2016(1):77-84.
[22]傅王倩,王勉,肖非.美国融合教育中个别化教育计划的发展演变、实践模式与经验启示[J].外国教育研究,2018,45(6):102-115.
[23]Sanches-Ferreiraa M,Lopes-dos-Santos P,Alves S,et al.How individualised are the Individualised Education Programmes(IEPs):an analysis of the contents and quality of the IEPs goals[J].Eur J Spec Needs Educ,2013,28(4):507-520.
[24]Cordier R,Milbourn B,Martin R,et al.A systematic review evaluating the psychometric properties of measures of social in‐clusion[J].PLo S One,2017,12(6):1-37.
[25]王萍,江琴娣.美国个别化家庭服务计划及对我国的启示[J].中国特殊教育,2012(5):8-11.