Creation of the functional capacity assessment in brief

Conducting a functional capacity assessment is easy! Depending on the extent of the functional capacity assessment, responding takes from 15 to 60 minutes. You should discuss and agree upon conducting a functional capacity assessment within the school. You can also discuss the issue with the pupil’s other network. Do not forget to collect the e-mail addresses of those participating in the functional capacity assessment. The permission of the guardians is needed for conducting a functional capacity assessment. Print out "The consent and information transfer form" here.

  1. Create a user ID here and activate it after receiving the e-mail.

  2. Log in here!

  3. Create a functional capacity assessment.

  4. Choose a name for the functional capacity assessment – but do not use identifying information.

  5. Choose the sections essential to the pupil’s functional capacity.

  6. Send the functional capacity assessment to the pupil and the people involved in his or her everyday life. You can send additional invitations to the assessment from the Summary page of the functional capacity assessment you have created.

  7. You can review the functional capacity description views after someone has completed the assessment.

  8. You can print out or save different views of the functional capacity description as needed; they can be used as a basis of an individual educational plan (IEP), for example.

  9. You can include in the summary central functional capacity strengths, areas needing support or differing views of the respondents. The summary can be used as a basis in the counselling discussion and complemented during the discussion.

  10. You can delete the functional capacity assessment you have created via your own user account.

The pupil, their guardians and professionals assess the pupil’s functional capacity together, based on the pupil's current situation and using an online assessment tool. Among other things, the functional capacity assessment describes aspects related to learning, school attendance, interaction and well-being. Complementary sections can additionally be selected to expand the description of the pupil’s functional capacity.

Creating a new functional capacity assessment

The guardians’ permission is always needed to conduct a functional capacity assessment. Click here (or go to the front page) to print out a consent form for the functional capacity assessment and information transfer, which the guardian and the pupil should sign. You can also go to the front page to read the Terms, conditions and information security of the service. Once the consent form has been signed, you can start the functional capacity assessment.

  1. Register for the service by creating a user ID here (or on the front page) and activating it once you have received the activation e-mail message.

  2. Log in to the service here (or on the front page).

  3. On the login page of the service, click on Create a new functional capacity assessment.

  4. Choose a battery of questions that matches the pupil's age and functional capacity. The number and wordings of the questions vary in different batteries.

  5. Create an anonymous ID for the new functional capacity assessment and make a note of it for yourself. The ID may not reveal the pupil’s identity to outsiders. This is a precaution, as the service is secure.

  6. Under the ID, type a short description of the functional capacity assessment. This description will come up at the beginning of both the response form and the email invitation. In this description you can briefly explain about the functional capacity assessment and provide instructions for responding, including the policy of not using the pupil's name when providing additional information.

  7. Select the sub-areas essential for the pupil’s functional capacity for the assessment.

    Battery of questions: recommended sub-areas and optional complementary sections

    When you are creating the battery of questions, knowing the pupil helps to select sub-areas that are essential and meaningful in terms of their functional capacity. The battery of questions to be selected is not necessarily always determined by the pupil’s age and grade. Rather than selecting all the sub-areas for the pupil’s battery of questions, you only need to select the ones that play a key role in the pupil's functional capacity. Select a sufficient number of questions, ensuring that the battery is neither too narrow nor too broad and that it describes the pupil's functional capacity adequately.

    When creating the battery of questions, we recommend that you select the following sub-areas: Me, Me and others, Learning and school attendance, Everyday skills and, for secondary school pupils, Planning the future. These sections provide an overview of the pupil's functional capacity associated with learning and school attendance, or ability to attend school. To view the questions of a sub-area, click on the Show questions button underneath each area. If you wish, you can also leave out some of the questions. The maximum number of questions that can be left out has been specified separately for each area. This number has been limited to guarantee that the remaining questions will provide sufficient information on the area in question. To leave out a question, remove the checkmark in the box next to it.

    Optional complementary areas include Behaviour, Psychological well-being, Reading and writing, Mathematics, Communication, Motor skills and mobility, and Sensory functions. In addition to the recommended sub-areas, you can also select areas that are essential in terms of the pupil's functional capacity. Similarly to the recommended sub-areas, you can also leave out questions in these areas. The sub-areas Reading and writing and Mathematics have been divided into two skills levels. If you wish, you can select the battery of questions that is the best match with the pupil’s skills level.

    • Skills level A (pre-primary education – grade 2)
    • Skills level B
  8. Think about the persons who are important in the pupils' everyday life. Carefully consider the number of people to whom you need to send the assessment request. Type in the email addresses of the selected persons and a cover message. It is a good idea to include the date by which the responses should be returned as well as the name and contact details of the person sending the requests in the cover message. Please note that later on, you will not be able see the names of the persons to whom you sent the message. This is why you should make a note of the names of Teacher 1, Teacher 2, etc. if necessary.

  9. Send the invitation to participate in the functional capacity assessment to the pupil, the guardians and the professionals who are the most familiar with the pupil’s functional capacity. You can go to the Information tab to send additional invitations later. If a respondent has lost the invitation you sent, you can copy the response link from the Information tab and resend it.

  10. To respond to the functional capacity assessment, the respondent needs to click on the link provided in the e-mail message. They can use a visual questionnaire or click on the Simplified questionnaire option at the top of the form to respond more quickly.

  11. You can look at the functional capacity views as soon as one of the respondents has completed their questionnaire. The different views of the functional capacity description can be printed out if necessary, for example for the basis of a discussion on an individual teaching plan.

  12. Generate a summary of the functional capacity description in the Summary view.

  13. Discuss the functional capacity description with the pupil and their guardians as well as the professionals working with the pupil. Once the significant aspects (strengths and support needs) have been made visible, it is important to discuss them together to make a plan for the future. For example, this discussion can be attended by the persons who participated in the functional capacity description. To support the discussion, different assessment views can be generated to provide different perspectives on the pupil’s functional capacity. The most important points discussed can be included in the summary.

  14. Use the functional capacity summary to produce individual teaching plans and other pedagogical documents as well as to transfer information. The better the functional capacity description can be integrated into the pupil’s daily life and goals, the more support it will provide for the pupil.

Repeating a functional capacity assessment

If a previous functional capacity assessment has been produced for a pupil and you wish to re-assess their functional capacity, the earlier battery of questions can be used for this. To select the earlier battery of questions, go to the Information tab, click on the Additional features button and select Copy to a new assessment. If you wish, you can edit the copied assessment by clicking on the Edit assessment button, which you can also find on the Information tab. If you wish, you can change or add sections or sub-areas. The Edit assessment button can be found beside the Additional features button.

The pupil’s functional capacity descriptions can be compared side by side to observe the change in their functional capacity. To compare the results of an earlier and a new assessment, go to the Information tab, click on the Additional features button and select Compare. You can display the comparison in the views Strengths and challenges, Functional capacity (0-4), Functional capacity (Y/N) and Conflicts.

Functional capacity description

The functional capacity assessment tool automatically generates different views based on the responses. This way, the assessments of the pupil and the persons close to them provide a comprehensive and diverse view of the pupil's functional capacity, including the pupil's strengths and challenges as well as needs for support. When you start viewing the responses given in the pupil's functional capacity assessment, click on the ID created for the pupil to open the assessment. The system will display the Functional capacity description view and its Overview of strengths.

Overview of strengths
Based on a shared view, the system automatically selects the five strongest areas of the pupil’s functional capacity for the Overview of strengths. To replace the strengths displayed in the view by ones that describe the pupil's functional capacity better, click on Change strength. You can also change the image at the centre of the Overview of strengths.

Strengths and challenges
The strengths of the pupil’s functional capacity (average 0 to 1.5) and challenges (average 2 to 4) are calculated using the average of the scores given by the respondents. The Strengths and challenges view displays the strengths and challenges of the pupil’s functional capacity by sub-areas. An area of functional capacity is seen as a strength if the pupil can manage the functions independently or only needs some support (average of responses 0 to 1.5). The pupil can be seen as having challenges in an area of their functional capacity when the shared view is that they need quite lot or a lot of support, or are not capable of the function at all (average of responses 2 to 4).

Functional capacity (0 – 4)
Displays a shared view of the pupil’s functional capacity on a scale of 0 to 4. The shared view is calculated using the average of the scores given by the respondents. In the functional capacity assessment, a scale of 0 to 4 is used to assess the need for support in the task or function in question.

Child’s response options

0: Yes. I am well able to do this.
1: I need some help with this.
2: I need quite a lot of help with this.
3: I need a lot of help with this.
4: I cannot do this.
5: I cannot or do not want to answer.
Adult’s response options

0: Yes. Is well able to do this.
1: Needs some help with this.
2: Needs quite a lot of help or support with this.
3: Needs a lot of support or help with this.
4: Cannot do this.
5: Cannot or does not want to answer.

Functional capacity (Y/N)
This view displays a pupil's functional capacity described as Yes/No answers. Any responses entered in the free text field are also displayed here.

If there are clear differences between the respondents’ views of the pupil’s functional capacity, this is displayed in the Conflicts view. This may be due to differences of interpretation or, for example, the fact that the pupil's functional capacity varies in different operating environments.

In the Assessments view, you can examine individual respondents’ descriptions.

You can pick significant information on the pupil’s functional capacity from other views, including strengths, support needs and conflicting views, for the summary. You can include in the summary goals, pedagogic measures related to the need for support and observations that emerged in the discussion. NB: The summary is not saved online but you can print it out and store it in your personal pupil registers. The summary is a useful document for transferring information, for example when sent to the pupil’s future educational institution.

The Information tab contains information on the functional capacity assessment, such as the selected sub-areas that are described in the assessment and information on the professionals to whom the assessment was sent. On the Information tab, you can send additional invitations to participate in the functional capacity assessment and monitor the responses. Here you can also share assessment information with another user by clicking on the Share with another user button located under the Additional features. It is a good idea to share the functional capacity assessment with several persons in the team working with the pupil (including the teacher, assistance/guidance staff and rehabilitation worker). To copy the assessment and use it as a repeat assessment for the same pupil, go to Advanced features and click on the Copy to a new assessment button. To compare an earlier assessment and a new one, go to Additional features and click on the Compare to previous assessment button. This view also contains an edit function: click on the Edit assessment button. You can also edit an earlier assessment you have copied to make it more suitable, for example by changing the batteries of questions.

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