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This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record.Published in Speciality Section: Special Educational NeedsThis conceptual paper examines the issues in the use of term ‘special educational\udneeds’ (SEN) in England over the last 40 years and from this identifies what kind of\udadditional needs principles are required for educational services. The paper then\udexamines to what extent the child and youth version of the International\udClassification of Functioning, Disability and Health (ICF-CY) has the potential to\udmeet these assessment principles.\udThe paper illustrates that the potential of the ICF-CY by reference to studies that\udshow how the ICF has been used to enhance assessment relevant to programme\udplanning. Several studies showed how assessment instruments designed for\uddiagnostic assessment could be linked to ICF dimensions. Other projects illustrated\udhow the ICF framework can also provide the basis for designing dependable\udmeasurement questionnaires. But, measurement issues still need to be addressed\udby further development research.\udThere has been relatively little use of the ICF-CY in educational settings and for\udeligibility decisions about scarce education provision, despite the ICF’s use in\udPortugal and parts of Italy and Switzerland. Research in these countries show the\udusefulness of the ICF as a resource for decision-making, but analyses of Individual\udEducational Programmes (IEPs) show fidelity issues in the ICF use and the need for\udenhanced teacher training.\udThe Swiss conceptual expansion of the ICF-CY takes account of an educational\udperspective and its implementation with procedures and materials has direct\udrelevance to England. The Swiss development brings out the importance of\udunderstanding the different aspects of the ICF and how it can be adapted for\uddifferent purposes. In adopting the ICF for an additional needs framework in\udeducation, eligibility decisions will require norms about functioning and the\udenvironment. It is concluded that these norms should be negotiated with service\udusers who are to be treated as having rights to participate in assessment and\uddecision-making. It is concluded that there is potential for the development and use\udof an ICF informed approach to assessment and decision-making in England

frontiers in education

Conceptualizing Special Educational Needs Using a Biopsychosocial Model in England: The Prospects and Challenges of Using the International Classification of Functioning Framework