The purpose of the School-Based Physical Therapy Special Interest Group (School SIG) shall be to provide opportunities for Section members who work in school-based settings to confer, meet, and promote high standards of practice on behalf of students with disabilities and their families.
- Promote high-quality physical therapy service delivery for children with disabilities in school settings, through research, education, and information based on a scientific foundation.
- Encourage, foster, gather, and disseminate research related to effective school-based physical therapy intervention.
- Promote evidence-based practice by physical therapists in school-based settings.
- Provide a forum for interaction and educational exchanges with other professionals who work in school-based settings.
- Provide a network for enhancing communication among school-based physical therapists, academicians, and researchers in physical therapy who are interested in providing optimal services to children with disabilities in school-based settings.
- Support high standards of entry-level physical therapy education and clinical training, along with continued professional competence.
- Advocate locally, regionally, and nationally for high-quality services for children with disabilities in school settings.
School-Based Physical Therapy SIG News
Future of Physical Therapy - Interviews by Shirley Sahrmann PT, PhD, FAPTA and Susan Effgen, PT, PhD, FAPTA
Interviews by Shirley Sahrmann PT, PhD, FAPTA and Susan Effgen, PT, PhD, FAPTA
Background: In 1988, the Academy of Pediatric Physical Therapy (then the Section on Pediatrics) made a motion to create a peer-reviewed journal. Academy leaders approached publisher Williams & Wilkins (now Wolters Kluwer) with a proposal to jointly form a journal, with the Academy providing editorial expertise and a subscription base and WK taking the financial risk and handling the production. In return, WK owned the title Pediatric Physical Therapy and had full copyright on all published content. During contract renegotiations in 2002, the Academy requested and was granted co-ownership of copyright for journal articles.
School-Based Physical Therapy SIG Resources
Family Educational Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act of 1996 (HIPAA)
The Departments of Education and Health and Human Services have jointly released guidance to explain the relationship between the Family Educational Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act of 1996 (HIPAA) Privacy Rule, and to address apparent confusion on the part of school administrators, health care professionals, and others as to how these two laws apply to student health records. The guidance also addresses certain disclosures that are allowed without consent or authorization under both laws, especially those disclosures related to health and safety emergency situations. The guidance was developed in response to the "Report to the President on Issues Raised by the Virginia Tech Tragedy" (June 13, 2007), as well as to address questions the respective Departments have heard generally from stakeholders regarding the intersection of the HIPAA Privacy Rule and FERPA.
The Departments of Health and Human Services and Education are committed to a continuing dialogue with school officials and other professionals on these important matters affecting the safety and security of our nation's schools. While this guidance seeks to answer many questions that school officials and others have had about the intersection of these federal laws, ongoing discussions may cause more issues to emerge. Contact information for submitting additional questions or suggestions for purposes of informing future guidance is provided at the end of the guidance document.
FERPA is a Federal law that protects the privacy of students' education records. (See 20 U.S.C. 1232g; 34 CFR Part 99). The HIPAA Privacy Rule requires covered entities to protect individuals' health records and other identifiable health information and gives patients rights over their health information.
- Workload Approach: A Paradigm Shift for Positive Impact on Student Outcomes
- This is an excellent document on determining workload for related service personnel, which was developed collaboratively by representatives from APTA, AOTA, and ASHA. It was written by Sue Cecere, PT, MHS (Vice President of the Academy of Pediatric Physical Therapy and active member of the School SIG); Deborah Crandall, JD (Associate Director, APTA's Federal Payment Policy and Advocacy); Jodie Williams and Sandy Schefkind (representing AOTA), and Deb Dixon (representing ASHA). This document will be an outstanding resource for school districts across the country.
- Examples of Team Based Goals for Children with Disabilities in School Settings
- State Guidelines for School-Based PT Practice
- References for School Based Practice of Physical Therapy
- US Department of Education IDEA
- Internet Resources for School-Based Physical Therapists
- Fact Sheet: Providing PT in the School Systems Under IDEA
- Legislative Information on the Individuals With Disabilities Education Act (IDEA)
- Order Providing Physical Therapy Under Parts B&C of IDEA (REVISED FEBRUARY 2009)
- 2004 IDEA Reauthorization Act Update forProviding PT Services UnderIDEA Manual
- WI Schools Checklist