Impact of Post-Professional Doctor of Physical Therapy Education on the Role of a School Based Physical Therapist: A Case Report

Autor/inn/en	Moriarty, Susan; Brown, Suzanne Robben
Titel	Impact of Post-Professional Doctor of Physical Therapy Education on the Role of a School Based Physical Therapist: A Case Report
Quelle	In: Physical Disabilities: Education and Related Services, 29 (2010) 2, S.38-56 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Physical Therapy; Allied Health Personnel; Doctoral Programs; Graduate Study; Allied Health Occupations Education; Outcomes of Education; Role; Special Education; Physical Disabilities; Elementary School Students; Grade 5; Males; Individualized Education Programs; Change; Maine + Suchen Sie Ihr Suchwort? Physiotherapie; Doktorandenprogramm; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lernleistung; Schulerfolg; Rollen; Special needs education; Sonderpädagogik; Sonderschulwesen; Physical handicap; Körperbehinderung; School year 05; 5. Schuljahr; Schuljahr 05; Male; Männliches Geschlecht; Individualized education program; Individualisierendes Lernen; Wandel
Abstract	This case report describes the impact of the post-professional doctor of physical therapy curriculum on the role of one physical therapist employed as a special education related service provider. Physical therapists working in the public school setting play an important role in promoting success for students with physical disabilities as providers of direct care and less frequently as consultants to families and other members of the education team. The post-professional doctor of physical therapy curriculum provides therapists in this setting an opportunity to expand their knowledge base to work more effectively and efficiently as a consultant by suggesting innovative, evidence-based ways to utilize resources within the school setting to maximize student function. Student needs must be defined considering the emotional and physical challenges as well as resources to promote student success in the educational environment. This case report discusses a student on the verge of transition from an intermediate school to a middle school. A change in service delivery from direct physical therapy to consultation as needed was made with an outcome of increased student participation, increased physical activity, and improved academic performance. (Contains 3 tables.) (As Provided).
Anmerkungen	Division for Physical, Health, and Multiple Disabilities, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: barbara.kulik@csun.edu; Web site: http://www.cec.sped.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10