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School function assessment: performance of icelandic students with special needs

The purpose of this study was to determine the performance of a sample of Icelandic students, aged 6 to 12 years, with various impairments, on the School Function Assessment (SFA). The SFA was administered to 75 Icelandic students with identified special needs, 35 with physical impairments and 40 with cognitive/behavioral impairments. Both diagnostic groups demonstrated most participation in mealtime/snack time but had low scores on the school playground. Differences were found between the two study groups on all three parts of the instrument, with higher performance and participation scores for the students with cognitive/behavioral impairments. The findings raise the awareness of some of the challenges encountered by Icelandic students with special needs and indicate the importance of adapting Icelandic school settings to promote social participation of all students.