As a pediatric physical therapist and more importantly a school-based physical therapist (SBPT), the role that is first and foremost, in the everyday scope of practice is the role of a consultant. However, in the school system the role of the consultant takes on a different character. According to Swisher and Page (2005) one seeks consultation for guidance and training that usually is a blend of service and advice with some specialized information added. This is a true statement for the SBPT providing an integrated service model with direct student services combined with consultation and instruction to other personnel involved in the student’s educational program. A major difference is the SBPT provides consultative services for free, but the
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612(a)(14)(B)(iii) allow paraprofessionals and assistants who are appropriately trained and supervised, in accordance with State law, regulation, or written policy, in meeting the requirements of this part to be used to assist in the provision of special education and related services under this part to children with disabilities (US Department of Education. Building the legacy: IDEA 2004, n.d.). Physical therapy is considered a related support service in the school setting. This therapist covers 14 schools in the span of a week or month. Time with each individual student is limited. To surmise, SBPT are present only a small portion of a student’s cumulative time at school. Although limited in their scope of service; if all personnel are appropriately trained, continually monitored and supervised there is a potential for greater functional improvement in the student’s ability to access their educational environment (Thomason, & Wilmarth, 2015; Rapport , 2003). In this therapist’s school district, when training is student specific, a form is used so verify the instruction regarding a healthcare procedure (see Appendix for TRAINING OF HEALTHCARE PROCEDURES). Conversely, general instruction may take place in the form of an in-service to teachers and support staff. A few years back the entire occupational and physical therapy departments had training in Ready Bodies, Learning Minds developed by Athena Oden, PT (Ready bodies, learning minds, 2015). With this
612(a)(14)(B)(iii) allow paraprofessionals and assistants who are appropriately trained and supervised, in accordance with State law, regulation, or written policy, in meeting the requirements of this part to be used to assist in the provision of special education and related services under this part to children with disabilities (US Department of Education. Building the legacy: IDEA 2004, n.d.). Physical therapy is considered a related support service in the school setting. This therapist covers 14 schools in the span of a week or month. Time with each individual student is limited. To surmise, SBPT are present only a small portion of a student’s cumulative time at school. Although limited in their scope of service; if all personnel are appropriately trained, continually monitored and supervised there is a potential for greater functional improvement in the student’s ability to access their educational environment (Thomason, & Wilmarth, 2015; Rapport , 2003). In this therapist’s school district, when training is student specific, a form is used so verify the instruction regarding a healthcare procedure (see Appendix for TRAINING OF HEALTHCARE PROCEDURES). Conversely, general instruction may take place in the form of an in-service to teachers and support staff. A few years back the entire occupational and physical therapy departments had training in Ready Bodies, Learning Minds developed by Athena Oden, PT (Ready bodies, learning minds, 2015). With this