| The enactment of the Education for All Handicapped Children Act in 1975 (P.L. 94-142) provided children with disabilities the right to be educated with their peers in public schools. The related services provision of the Education for All Handicapped Children Act (as amended the Individuals with Disabilities Education Act [IDEA] (1997), requires public school districts to hire appropriate personnel, including physical therapists, to enhance educational opportunities for children with disabilities (O'Neill & Harris, 1982). The purpose of this study was to identify and describe the scope of physical therapy practice in Idaho public school systems. A survey instrument was developed to determine: school-based physical therapist demographics and role perceptions, school-based physical therapy practices, and barriers to school-based physical therapy service delivery and IDEA compliance. All identified Idaho school-based physical therapists (48) were surveyed, 36 responded (75%). Survey responses were analyzed using descriptive statistics. Demographic data indicated that the majority of participants were female (69%) between the ages of 28–39 (67%). Responses to questions regarding school-based physical therapist role perceptions indicated that participants viewed their role within the school setting as being different than that of a physical therapist in a traditional medical setting. Four themes emerged regarding the role of a school-based physical therapist: (a) promotion of gross motor development, (b) enhancing the educational opportunities for children with disabilities, (c) educator, and (d) consultant. When participants described their approach to care within the school system, they identified: (a) interdisciplinary team approach, (b) integrated service delivery model, (c) majority of treatment interventions performed by support personnel, and (d) a combination of school environments used for service delivery. With regard to barriers, participants identified financial constraints, administrative constraints, personnel shortages, a lack of understanding of the role of school-based physical therapists, and space as factors that negatively impacted the delivery of physical therapy services within Idaho public schools. While several barriers were identified, the findings of this study indicated that Idaho public school districts appeared compliant with the majority of the IDEA provisions, however, compliance was less clear relative to the related services and nondiscriminatory evaluation provisions. |
