school based PT (9/24)

individuals with disabilities education act (IDEA)

federal law ensuring services to children with disabilities throughout the nation

governs how states and public agencies provide EI, special edu, related services to eligible infants, toddlers, children with disabilities

part B: 3-21 y/o school aged children

part C: birth-3 EI programs

purpose of IDEA

ensure that all children with disabilities have available to tem a free appropriate public education that emphasizes special education and related services to meet unique needs and prepare them for further edu, employment, indep living

special edu under IDEA

specially designed instruction intended to meet unique needs of individual child

no cast to parents: FAPE

should be providied in least restrictive environment

related services under IDEA

support services designed to assist individual child w/ disability to benefit from special edu

PT=related service under part B, special edu and related are provided in LRE

special edu process

referral: parent/caregiver has concern about development/learning

eval: team reviews referral, talks to parent/CG: identify relevant domains to eval and complete assessment

eligibility: team reviews assessment results, determine if child is eligible for special ed and related services

IEP development: focuses on student needs, document student-centered goals, focus on LRE

eligibility

does the student have a disability?

does the disability adversely affect the student’s edu/fxl performance?

does student require special ed and related services to access general edu curriculum?

IEP

written plan outlining child’s special ed and related services to be provided in the LRE

developed by IEP team

collaborative student goals developed, NO PT GOALS as necessary to meet student’s unique needs

required to attend/participate in IEP meeting

parent/CG

general edu teacher

special ed teacher

school district rep

student

parents can invite advocates or other relevant personnel

eligibility for PT

student can receive if eligible for special ed and related services

is it needed to achieve IEP goals, access environment, or participate in environemnt

PT under section 504

purpose: allow eligible students equal opportunities to ed as their non disabled peers

eligibility: must have physical/mental impairment substantially limiting one or more major life activity

role of PT in school

participate in eligibility and IEP meetings

assess students gross motor, fxl mobility skills

collaborate and consult w/ members of students IEP team

therapeutic interventions

develop student goals related to fxl performance in edu environment

PT school assessment

boservations of fxl movements and mobility in classroom, hallway, stairs, playgorund, gym, PE, school grounds

standardized assessments and outcome measures

strength, ROM, balance, coord, endurance, sensation

interviews w/ student, parents/CG, teachers, lunchroom staff

boility in schools outcome meausres

walking in clasroom: TUG, TFTS, DGI

walking short distances in school: 30s walk test, standardized walking obstacle course

walking long distances in school: 6MWT

walking up/down stairs: timed up and down stairs

school PT under IDEA

student receives special ed

requires PT to benefit from special ed

considers if PT is needed to access classroom and building, perform school ADLs, participate in edu activities, prepare for transition after high school

school PT under 504

student does not require special ed

student has physical or mental impairment that substantially limits 1+ major life activity

parents teachers and staff interventions

age appropriate developmental skills

body mechanics & transfer training

assistive technology

positioning programs

specific environmental adaptations

admin & school level interventions

emergency evacuations for students w disabilities

adapting playground equipment

fitness & activity

general environmental adaptations

transportation

documentation in edu environment

PTs required to document services

initial eval, re-eval (every 3 years or earlier if requested)

IEP or 504s annually

goals annually

intervention plan/POC

progress report/report cards quarterly

session notes (per session), direct interventions & consultation

report cards & parent teacher conferences

FERPA

family educational rights and privacy act

federal law that protects student education records privacy

give parents/eligible students more control of edu records

prohibit edu instructors from disclosing personally identifiable info in edu records without written consent

permitted disclosures to school officials, transfer school, specified officials for audit/evaluation, appropriate parties related to financial aid, orgs conducting studies for/on behalf of school, accrediting orgs, appropriate officials in case of health/safety, state and local authorities w/in juvenile justice, or to comply with judicial order or lawfully issued subpoena

basically like HIPAA for educational records

funding

school districts may use whatever state, local, federal, and private sources of support are available in the state to meet the requirement of part B FAPE: parents msut not be responsible for any portion of provided services

parents are not held responsible for deductible or copay if private insurance is billed

school districts need parental consent prior to billing 3rd party

transition planning

identify student’s vision for life beyond high school

must be individualized to meet unique needs of student

must occur by 16 y/o, but can be earlier if appropriate

incorporate student’s strengths and interest

must include opportunities to develop fxl skills (work, post-secondary, life in community, etc)

developed by IEP team, parents, student