MHADIE's matrix to analyse the functioning of education systems.
OBJECTIVE
Education is represented in the ICF-CY both as participation and as environment, giving it a unique position in the ICF. This article links the functioning of education systems to the functioning of children and describes a framework to analyse processes and structures influencing the functioning of individuals.


METHODS
A matrix was developed by combining chronological with systems perspectives to represent sequences of specific educational settings and the levels or structure of education systems.


RESULTS
The matrix can be used to disaggregate disability-related information in different settings and compares it across time and levels of education systems. It is helpful to understand the relationship between clinical labels, service provision, eligibility criteria and definitions of thresholds.


CONCLUSIONS
The methodology developed for the purpose of clarifying the application of the ICF-CY in education systems may be useful to help in further testing the ICF model and its application by professionals in education and health systems.
Hollenweger
Judith
J
Pädagogische Hochschule Zürich, Zürich, Switzerland. judith.hollenweger@phzh.ch
D001321:Autistic Disorder / Q000534:rehabilitation; D002648:Child; D004185:Disability Evaluation; D019988:Children with Disabilities / Q000193:education*; D004493:Education; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation; D008962:Models, Theoretical