School Function Assessment: Difference between revisions
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== What it is == | == What it is == | ||
The School Function Assessment (SFA) is a comprehensive tool which gathers students' ability to participate in general, daily, school based functional activities. <ref name=":0">West S, Dunford C, Mayston M.J, Forsyth R. The School Function Assessment: identifying levels | |||
of participation and demonstrating progress for | |||
pupils with acquired brain injuries in a residential | |||
rehabilitation setting. Child: care, health and development. 2013:689-697.</ref> | |||
The SFA helps identify the depth of support needed by a student when they resume schooling after a brain injury (a TB or ABI), with consideration for their strengths and limitations relating to participation in physical and cognitive school-based functional activities. <ref name=":0" /> | |||
The assessment helps provide an initial functional measure acting as a baseline, denotes challenging areas, facilitates therapy and education initiatives, and helps to carry out the assessment of a student's special educational accommodations. | |||
The assessment was developed to be primarily carried out on elementary school children. | |||
== Why it is needed == | == Why it is needed == | ||
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== Reliability & Validity == | == Reliability & Validity == | ||
The SFA is shown to be valid and reliable with the measurement of functional school-based tasks, and to help guide the provision of support for students with disabilities. <ref name=":0" /> | |||
== Resources == | == Resources == | ||
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What it is[edit | edit source]
The School Function Assessment (SFA) is a comprehensive tool which gathers students' ability to participate in general, daily, school based functional activities. [1]
The SFA helps identify the depth of support needed by a student when they resume schooling after a brain injury (a TB or ABI), with consideration for their strengths and limitations relating to participation in physical and cognitive school-based functional activities. [1]
The assessment helps provide an initial functional measure acting as a baseline, denotes challenging areas, facilitates therapy and education initiatives, and helps to carry out the assessment of a student's special educational accommodations.
The assessment was developed to be primarily carried out on elementary school children.
Why it is needed[edit | edit source]
How it is Conducted[edit | edit source]
Scoring[edit | edit source]
Reliability & Validity[edit | edit source]
The SFA is shown to be valid and reliable with the measurement of functional school-based tasks, and to help guide the provision of support for students with disabilities. [1]
Resources[edit | edit source]
- bulleted list
- x
or
- numbered list
- x
