Integrating the International Classification of Functioning, Disability and Health Into Speech-Language Pathology Work With Children With Vision Differences

Abstract

Purpose: Children and youth with vision differences, including those with low vision, blindness, or deafblindness, often experience communication challenges that impact their participation at home, in school, and in the community. These challenges can be complex and multidimensional, requiring thoughtful, individualized approaches to support communication and overall development. Method: This clinical focus article introduces the International Classification of Functioning, Disability and Health (ICF), along with its version for children and youth, as a practical and holistic framework for supporting this population. We explore how specific relevant ICF categories align with the lived experiences of children with visual impairment or deafblindness and demonstrate their application in speech-language pathology assessment, goal setting, and intervention planning. Results: Drawing on the literature, we highlight the current challenges and promising opportunities for integrating the ICF into speech-language pathologists' (SLPs') everyday clinical practice. Using this framework can help SLPs more effectively identify barriers to and facilitators of communication and participation; enhance interdisciplinary collaboration; and provide more individualized, evidence-informed care. Conclusion: This article highlights the importance of the ICF framework in preparing SLPs for practice and in developing practical tools to support its use in interventions with children and youth with vision differences.