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Browse PlansMary Jane Rapport
PT, DPT, PhD, FAPTA
Mary Jane Rapport, PT, DPT, PhD, FAPTA, is a Catherine Worthingham Fellow of the American Physical Therapy Association (APTA). Dr. Rapport is a professor in the Department of Physical Medicine and Rehabilitation and the Department of Pediatrics in the School of Medicine at the University of Colorado, where she is core faculty in the Physical Therapy Program. She is the director of the University of Colorado Pediatric Physical Therapy Residency Program and Faculty Residency Program, the PT Program student services coordinator, the PT discipline director for the Maternal and Child Health LEND program through JFK Partners, and a codirector of the Teaching Scholars Program in the School of Medicine. Dr. Rapport has extensive experience as an educator and a pediatric physical therapist with a productive record of presentations and publications. Much of her career has been focused on legislative and policy interpretation for the delivery of special education, related services, and early intervention services for children with disabilities and their families.
Dr. Rapport has been a physical therapist for 40 years and a physical therapist educator for more than 20 years. While much of her career has been in academia and focused on higher education, she has maintained a clinical practice in schools as a school-based physical therapist and as an early intervention service provider. She has taught many courses, workshops, and conference sessions addressing the implementation of services under IDEA and related federal laws to thousands of pediatric physical therapists over the years.
Courses with Mary Jane Rapport
Browse Course CatalogFinding Resources to Guide School-Based Service Delivery
Presented by Mary Jane Rapport, PT, DPT, PhD, FAPTA
Finding Resources to Guide School-Based Service Delivery
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Video Runtime: 75 Minutes; Learning Assessment Time: 32 Minutes
Physical therapists and other school-based related service providers may be unaware of how to find resources, including primary source information, to help answer questions on policies, rules, and regulations that guide their delivery of school-based services. This course will prepare school-based related service providers to effectively use internet resources for guidance and clarification in the delivery of services under the Individuals with Disabilities Education Act (IDEA) and Section 504. Through hands-on application and examples, participants will have an opportunity to find appropriate regulations, official documents, and interpretative guidelines that can be used daily in the delivery of special education and related services or accommodations.
Physical therapists and other school-based related service providers may be unaware of how to find resources, including primary source information, to help answer questions on policies, rules, and regulations that guide their delivery of school-based services. This course will prepare school-based related service providers to effectively use internet resources for guidance and clarification in the delivery of services under the Individuals with Disabilities Education Act (IDEA) and Section 504. Through hands-on application and examples, participants will have an opportunity to find appropriate regulations, official documents, and interpretative guidelines that can be used daily in the delivery of special education and related services or accommodations.
Providing School-Based Services as Accommodations Under Section 504
Presented by Mary Jane Rapport, PT, DPT, PhD, FAPTA
Providing School-Based Services as Accommodations Under Section 504
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and patient education—anytime, anywhere—with video instruction from
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Video Runtime: 71 Minutes; Learning Assessment Time: 30 Minutes
What is Section 504, and how does it apply to physical therapy in schools? Even though Section 504 of the Rehabilitation Act was passed in the 1970s, there was limited application of the law to children in schools until more recently. This course will explain how Section 504 of the Rehabilitation Act became an important law for children with disabilities in school, how Section 504 is similar to and different from the IDEA, and how to consider which children should receive reasonable accommodations under Section 504. The course will also provide examples of reasonable accommodations and discuss the development and implementation of 504 plans for children in schools. Differentiation between related services under IDEA and accommodations under Section 504 will be emphasized throughout.
What is Section 504, and how does it apply to physical therapy in schools? Even though Section 504 of the Rehabilitation Act was passed in the 1970s, there was limited application of the law to children in schools until more recently. This course will explain how Section 504 of the Rehabilitation Act became an important law for children with disabilities in school, how Section 504 is similar to and different from the IDEA, and how to consider which children should receive reasonable accommodations under Section 504. The course will also provide examples of reasonable accommodations and discuss the development and implementation of 504 plans for children in schools. Differentiation between related services under IDEA and accommodations under Section 504 will be emphasized throughout.
Goal Attainment Scaling in School-Based Practice
Presented by Amy Barr, PT, DPT and Mary Jane Rapport, PT, DPT, PhD, FAPTA
Goal Attainment Scaling in School-Based Practice
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Goal Attainment Scaling (GAS) is becoming more commonly used in school settings for a variety of purposes. However, many school-based physical therapists are unfamiliar with this goal writing structure. This course will describe the evidence base for use of GAS in school-based practice along with specific guidelines for writing goal attainment scales. Common challenges and practical advantages to GAS will also be explored. Case examples will clarify key concepts and offer participants suggestions for writing goal attainment scales. Upon completion of the course, participants will have the tools they need to begin writing goal attainment scales.
Providing Related Services: Selecting Outcomes and Documenting Progress
Presented by Amy Barr, PT, DPT and Mary Jane Rapport, PT, DPT, PhD, FAPTA
Providing Related Services: Selecting Outcomes and Documenting Progress
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Selecting meaningful outcome measures for students receiving school-based physical therapy can be challenging. This course describes how to integrate the ICF framework and clinical reasoning skills to select relevant outcome measures for students with disabilities. Methods for documenting progress, improving team collaboration, and increasing efficiency of data collection will also be highlighted. Case studies and examples of documentation will facilitate translation to practice.
Developing the IEP as a School-Based PT
Presented by Amy Barr, PT, DPT and Mary Jane Rapport, PT, DPT, PhD, FAPTA
Developing the IEP as a School-Based PT
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Learning to develop an IEP that accurately reflects the student's functional performance and identifies the needed accommodations and services is a specialized skill. This course will define and discuss the various components of the IEP. The relationships between the IEP process and the patient/client management model in the Guide to Physical Therapist Practice will be described. Various methods for developing and measuring meaningful IEP goals will be explained and illustrated through case examples. Concepts such as collaboration, parental consent, and predetermination as relating to IEP meetings will be explored.
The Unique Role of Related Service Providers
Presented by Amy Barr, PT, DPT and Mary Jane Rapport, PT, DPT, PhD, FAPTA
The Unique Role of Related Service Providers
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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
What are related services, and who provides these services to students with disabilities in schools? This course will define related service and describe how related service providers help a child with a disability benefit from their special education program. This course will assist all school personnel, including teachers, administrators, and support staff, by covering topics that address who related service providers are and what their roles are in supporting students. In addition, some guidance around how many people from different disciplines and backgrounds can come together to work collaboratively on behalf of the student is included. Implementation of related services will be the focus of the course.
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