Functional capacity refers to a pupil’s physical, psychological and social capacity for coping with everyday activities at home, at school and in their leisure time and hobbies. The pupils’ functional capacity is affected by their state of health as well as the positive and negative impacts of the environment.
Toimintakykyarvio.fi is a web-based service for functional capacity assessment developed by Valteri Centre for Learning and Consulting. It is based on the International Classification of Functioning, Disability and Health (ICF). In addition, there is a low threshold evaluation tool to be utilized when there are concerns about student's school attendance. In that case, familiarise yourself with the Screening tool for assessing pupil's ability to attend school.
The goal of Toimintakykyarvio.fi service is to come up with a shared view of a pupil’s functional capacity from the perspective of the pupil, the guardian and the professionals involved in the pupil’s everyday life. The assessment of the functional capacity increases the dialogue between the school and guardians, and it generates a common view of the pupil’s functional capacity.
The functional capacity assessment describes the matters of functional capacity related to learning, school attendance, interaction, well-being and planning for the future. In addition, there is a possibility of choosing extending sections to broaden the functional capacity description. The functional capacity assessment tool automatically generates different views of the pupil’s functional capacity based on the responses. This way, the assessments of the pupil and persons close to them provide a comprehensive and diverse view of the pupil's functional capacity, including its strengths and challenges.
Toimintakykyarvio.fi was updated on 7 June 2021. Previously created assessments can be found through this link.
A functional capacity assessment is suitable for any pupil in pre-primary and basic education, particularly at the transition points of the study path. If necessary, assessments can also be conducted at other times. By comparing an earlier assessment to a later one, changes in a pupil’s functional capacity can be made visible. The functional capacity information can also be transferred to a secondary level institution to ensure that sufficient support will be provided for a student from the start of their studies.
The information obtained in the functional capacity assessment can be used to organise learning and support related to it, to provide guidance counselling and, for example, to support the preparation of pedagogical documents. Once the information provided by the functional assessment has been collected, setting goals and planning study paths will be easier. The functional capacity assessment and joint discussion will help make plans for the future.
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