Essential Elements of School-Based Physical Therapy Practice

presented by Susan K. Effgen, PT, PhD, FAPTA

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Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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What does PL 108-446, the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) require of those providing special education and related services to students with disabilities in schools? A key element is the Individualized Education Program (IEP) which is developed by the IEP team. Physical therapists must understand their role on the IEP team and how to advocate for needed student services. IDEA also includes a number of other provisions which therapists must comprehend to be successful service providers and collaborative team members.

Meet Your Instructor

Susan K. Effgen, PT, PhD, FAPTA

Susan K. Effgen, PT, PhD, FAPTA, is a professor in the Division of Physical Therapy, Department of Rehabilitation Sciences at the University of Kentucky. She is an established educator and researcher in pediatric physical therapy and has taught at several universities including the Hong Kong Polytechnic University. In 1986, she established the sixth doctoral program…

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1. Getting Down to Business in Schools: The IEP

Chapter one will review the Individualized Education Program (IEP) which guides all services on behalf of the student with disabilities. Therapists must understand the IEP and their role in its development and goal determination.

2. Natural Environments, Dosage, Montoring, and Other Issues

Chapter two will cover the development of non-discipline specific IEP goals and team collaboration as well as how a physical therapist would determine goals and objectives based on the IEP goals.