# data[].attributes.body
Sarah experiences severe impairment in muscle tone functions of the legs (b7353.3), moderate difficulty in fine hand use (b7601.2), mild fatigability (b4552.1), and mild impairment in hearing functions (b230.1), which limit her Activities such as propelling her wheelchair across a hilly campus (d465.12), taking notes at class pace (d130.22), and preparing complex meals (d630.22). These limitations restrict her Participation, with mild difficulty in higher education (d830.11), severe restriction in socialization (d9205.32), and concerns about accessible housing (d610.22). Regarding Environmental Factors, she faces barriers such as steep terrain (e150.-3) and outdated kitchens (e155.-1), but also substantial facilitators including university disability services (e5750.+3), family support (e310.+3), and supportive friends (e320.+2). Her strong Personal Factors, such as high motivation, further strengthen her participation. Assistive technologies including a PAPAW wheelchair to facilitate mobility (d465), a hearing aid to support classroom participation and social communication (b230, d830, d920), and adapted cooking tools to improve independence in food preparation (d630), function as important facilitators in her daily life.

# data[].attributes.headline
María Fernanda Torres, Luis Mauricio Calderón, Juan Sebastián Serrano

# data[].attributes.subject
María Fernanda Torres, Luis Mauricio Calderón, Juan Sebastián Serrano

# data[].attributes.body
Sarah presents impairments in Body Functions such as severe limitation of muscle tone (b735.3) and moderate difficulty with voluntary movement control (b760.2), which affect her Activities like walking (d450.3) and writing (d170.2/3). These limitations restrict her Participation in higher education (d830.2/3) and recreation (d920.3). Environmental Factors include substantial barriers, such as inaccessible campus design (e150.3), but also moderate facilitators like family support (e310+2), assistive services (e585+2), and adapted communication technologies (e125+2). With these supports, along with Personal Factors such as her motivation to become a journalist, Sarah can increase independence in daily life. Assistive products like adapted pens, large-key keyboards, and door openers act as facilitators that reduce the impact of her impairments and enhance participation.

# data[].attributes.body
Now that you've analyzed Sarah's case in your groups, your task is to synthesize your findings into a concise, one-paragraph summary.

Your goal is to describe Sarah's situation using only ICF terminology. This is a great way to practice communicating with the shared language of the ICF. Think of it as a final challenge to demonstrate your understanding of the framework.

Step 1: Reflect on your group's analysis of Sarah's case study.

Step 2: Write a single paragraph (3-5 sentences) that describes Sarah's functioning and disability, and include images of the assistive technologies you are using.

Step 3: Your paragraph must use terms from the ICF model, such as Body Functions, Activities, Participation, Environmental Factors, and Personal Factors. You can also include qualifiers to add detail (e.g., "severe impairment," "substantial facilitator").