Special Education Teachers' Perspectives on Collaboration with School-Based Physical Therapists.

IF 1.9 4区医学 Q3 PEDIATRICS

Pediatric Physical Therapy Pub Date : 2026-07-01 Epub Date: 2026-07-31 DOI:10.1097/PEP.0000000000001308

Stephanie Bowers, Emily Gaylord, Jonathan Lee-Confer, Cheryl I Kerfeld

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引用次数: 0

Abstract

Purpose: This study explored special education teachers' (SETs) perceptions of collaboration with school-based physical therapists (SBPTs).

Methods: SETs who taught in the school year 2021 to 2022 completed a survey on participation in and perceived benefit of 7 collaborative activities with SBPTs.

Results: Of 238 SETs, 131 collaborated with SBPTs. Instructional and planning activities occurred at similar rates and were both perceived as beneficial. 80.9% of SETs who collaborated with SBPTs reported greater confidence supporting student participation. While SET-SBPT collaboration occurred more often when the SET was a case manager for students with physical therapy (PT) services (89.3%), it also occurred when the SET had no students with PT services (18.8%).

Conclusions: SETs find instructional and planning collaboration with SBPTs beneficial and, importantly, are more confident, increasing participation for students when they collaborate with SBPTs. Enhancing engagement in instructional and planning activities may improve teacher confidence and student participation.

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特殊教育教师与校本物理治疗师合作的观点。

目的：本研究探讨特殊教育教师（set）对与校本物理治疗师（sbpt）合作的看法。方法：在2021 - 2022学年任教的set完成了与sbpt合作的7项活动的参与和感知收益的调查。结果：238例set中，131例与sbpt合作。教学和规划活动的发生率相似，而且都被认为是有益的。80.9%与sbpt合作的set对支持学生参与更有信心。当SET为接受物理治疗（PT）服务的学生提供个案管理时（89.3%），SET- sbpt合作发生的频率更高，但当SET没有接受PT服务的学生时（18.8%），这种合作也会发生。结论：set发现与sbpt的教学和规划合作是有益的，重要的是，当他们与sbpt合作时，他们更有信心，增加了学生的参与度。加强对教学和规划活动的参与可以提高教师的信心和学生的参与。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Pediatric Physical Therapy PEDIATRICS-REHABILITATION

CiteScore

1.50

自引率

18.80%

发文量

147

审稿时长

>12 weeks

期刊介绍： Pediatric Physical Therapy is an indexed international journal, that publishes peer reviewed research related to the practice of physical therapy for children with movement disorders. The editorial board is comprised of an international panel of researchers and clinical scholars that oversees a rigorous peer review process. The journal serves as the official journal for the pediatric physical therapy professional organizations in the Netherlands, Switzerland, New Zealand, Canada, and the United States. The journal includes articles that support evidenced based practice of physical therapy for children with neuromuscular, musculoskeletal, cardiorespiratory and developmental conditions that lead to disorders of movement, and research reports that contribute to the foundational sciences of pediatric physical therapy, ranging from biomechanics and pediatric exercise science to neurodevelopmental science. To these ends the journal publishes original research articles, systematic reviews directed to specific clinical questions that further the science of physical therapy, clinical guidelines and case reports that describe unusual conditions or cutting edge interventions with sound rationale. The journal adheres to the ethical standards of theInternational Committee of Medical Journal Editors.