This study inquiries the construction of a set of documents starting from ICF bio-psycho-social model of functioning (WHO, 2007) as a way to promote inclusive cultures, practices and policies in Kosovo. The theoretical basis of this paper is the bio-psycho-social model of health and well-being and the Index for Inclusive Education developed in the United Kingdom by Booth and Ainscow (2002, 2008). The issue of inclusive education is a problematic one in Kosovo, both because of educational underdevelopment in the new republic and because of the devastation of the last conflict, preceded by neglect and discrimination. These events have left Kosovo at the bottom of all indices of economic and educational development in Europe. In order to make a significant difference in the state of children with special needs and disabilities, a monumental effort must be made during the coming decade, making use of unconventional methods to assure quick and massive change (UNICEF, 2008). Kosovo has 346,000 students, slightly more than 1000 of whom have been officially identified with special needs. Those identified are studying in special classes in regular schools, called attached classes, or in special schools. An estimated 10,000 children do not attend school. The large majority of these, 7000, are estimated to be children with special needs. They represent 13% of the entire estimated true population of children with special needs in Kosovo. Over 40,000 children with significant learning problems study in regular classes, but their needs have not been identified and as a rule have not been met (UNICEF, 2008).

Nowadays Kosovo has improved its framework for inclusion, developing child-friendly school standards, strengthening its legislation on supporting children with special needs and disabilities and their education and it is a potential candidate for accession to the European Union and therefore seeks to align its policy and practice with those of the European Commission (SCI, 2017). Nevertheless the issue of education for children with special needs and disabilities remain one of the biggest challenges and there is a need for mobilization of the stakeholders of different sectors to ensure that children enjoy their rights and that are provided equal opportunities to develop their full potential. ICF-CY conceptual framework (WHO, 2007) as a new paradigm and taxonomy of human functioning, can be used to guide holistic and interdisciplinary approaches to assessment and intervention. The ICF organises human functioning in a multi-dimensional classification taking a situational approach by responding to the question: what is the current life situation of a child? The ICF framework and model can be used to make these thoughts explicit. Teachers’ thinking about disability, their understanding of the dynamics of disability and their expectations of children with disabilities can be a barrier to inclusion towards facilitating exclusion. Considering all life domains of the ICF and anticipating the overall impact of planned interventions can help avoid creating new barriers in other areas of participation. This will also help to coordinate different actions across settings and professionals. The specific purpose of this study is to move the inclusion process forward in 8 Municipality of Kosovo establishing professional groups for monitoring and educational improvements in kindergarten aiming to support the capacity building of education related institutions regarding the International Classification of Functioning for Children and Youth (ICF-CY). Starting from these premises research questions are: a) what are the documents that will be created, in line with ICF model and framework, that could best promote the path toward inclusion at school? b) How can these documents be introduced in the Kosovo municipalities? c) How can be disseminated inclusion cultures, policies and practices by adopting the bio-psycho-social model to inclusion?

Research group/Action planning group: An interdisciplinary working group (18 persons: 2 representatives from Evaluation Teams of 8 Kosovo municipalities; 1 representative of MEST, 1 representative of Save the Children) was involved in the study for defining adequate modalities of an assessment system for education of children with special needs in Kosovo based on the best international practice and aligned with the ICF-CY framework. The method focused on the Community-based participatory research (CBPR), an action research approach that emphasizes collaborative partnerships between community members, community organizations, health care providers, and researchers to generate knowledge and solve local problems (Doherty & Mendenhall, 2006; Israel, Eng, Schulz, & Parker, 2005; Minkler & Wallerstein, 2003). Early on in the process the group identified important key questions and core values to investigate, including both community members’ and researchers’ agendas. This process was monitored throughout the Narrative inquiry - created and constructed through stories of lived experiences, and the meanings created (Bruner 1986). The emphasis is on co-construction of meaning between the researchers and participants. Researchers take in what is being said and compare it with their personal understandings, without filling in any gaps in understanding with ‘grand narratives’, but rather inquiring about how pieces of the stories make sense together. The bio-psycho-social functioning (ICF) framework represented the inclusive background of the entire design, since it well encounters with the triple perspective of Index for inclusion (Booth and Ainscow, 2002, 2006, 2011): a) creating inclusive cultures (area of reflection on the change of perspective, with reference to concepts such as health, functioning, well-being); b) evolving inclusive policies (dimension that enhances a systemic vision that involves various stakeholders such services, schools, families) c) producing inclusive practices (the focus is on the educational project, with particular reference to environmental factors, activities and participation). In the next phase, all participants worked together to co-create knowledge and effect change throughout all aspects of the research process (Mendennhall & Doherty, 2005).In this phase the action planning group created: a) the School Reporting Form and Monitoring Report, written by the School and to be sent to the Evaluation Team; b) the Diagnostic description (with ICF components, evaluation tools, emerged data) elaborated by health care services; c) The Functioning profile elaborated by Evaluation Teams; d) “Educational recommendation for schools from evaluation teams” as a feedback for school and family that is the integration between actual functioning and possible functioning in the school context.

Expected outcomes: Present the implications arising from the use of ICF-CY as a tool for the evaluation of children with special needs and disabilities to the interdisciplinary working group, and elicit preparations and changes required for this purpose in terms of resources and legislation; Support exploring the most adequate modalities of assessment of children with special needs and disabilities for education in Kosovo. Provide technical support to the interdisciplinary working group established and led by the Ministry of Education, Science and Technology (MEST) Results will be presented and discussed illustrating the process of co-constructing knouledge and documents in relation to bio-psychosocial model of functioning, as well as the main educational inclusive implications in kosovo. This project aims to improve and promote the right to education for children with special needs and vulnerable groups, through improvement of qualitative education services and awareness raising interventions. The project is still in the development phase and the action planning group has been meeting to determine outcomes for a pilot project. The project will be implemented in eight (8) schools in eight (8) municipalities in Kosovo (Prishtina, Peja, Prizren, Gjakova, Gjilan, Ferizaj, Mitrovica South and Mitrovica North). Tools created will be disseminated in a pilot study with the aim to facilitate collaborative problem-solving and visualise these thought processes that can support the development of a professional approach assessment for learning.

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