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Topic: The Use of Complex Rehab Equipment in the School Setting
The Individuals with Disabilities Education Act (IDEA) was enacted “to ensure that all children with disabilities have available to them a free appropriate public education”. Therapy, as a related service, is provided in the school “to assist a child with a disability to benefit from special education.” In part one of a four-part series, this introductory course reviews the provision of therapy services in the school setting for educational benefit. Similarities and differences between school-based and clinic-based therapy services are discussed as well as the major influences that define the role of the school therapist, including public law, MOVE, and the International Classification of Functioning. As part of a multi-disciplinary team, an important responsibility of the school-based therapists is to identify and implement assistive technology and equipment that supports the student’s IEP goals, activity and participation. The multiple roles of equipment as well as the medical, motor, sensory and social-emotional benefits offered through equipment will be discussed through case examples.
- Explain 3 major influences that helped define the role of a physical therapist in the school setting.
- Describe at least 2 ways school-based therapy differs from clinical-based therapy.
- Define 5 roles that comprehensive rehabilitation technology can have for facilitating activity and participation of children with disabilities in school.
- Identify at least 2 benefits in each of the domains of medical, motor, sensory and social-emotional offered by use of equipment to support IEP goals.
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