Table of ContentsView AllTable of ContentsWhat Is School-Based Physical Therapy?LawsSpecialists InvolvedHow It WorksPT Through TelehealthWhat Parents Can Do At HomeFrequently Asked Questions
Table of ContentsView All
View All
Table of Contents
What Is School-Based Physical Therapy?
Laws
Specialists Involved
How It Works
PT Through Telehealth
What Parents Can Do At Home
Frequently Asked Questions
If you have a child that has a functional limitation or disability, and if this limitation limits their participation in school, they may be a candidate for school-basedphysical therapy (PT).Physical therapistswho work in schools are integral members of the educational staff, and they provide several benefits to children with and without disabilities in the school environment.
If you are injured or ill and have pain or difficulty moving around, you may benefit from the skilled services of a physical therapist on a temporary basis. Your therapist should work with you during rehab to quickly help you recover to your previous level of function.
Physical therapists in schools are different from your standard therapist; they help children have equal access to quality education. This may mean access to the physical space in school and learning opportunities that may be difficult to achieve due to their physical disability.
Verywell / Michela Buttignol
Federal law states that all children are entitled to free and public education. But if a child has a condition that causes a functional limitation, their access to this education may be compromised. Physical therapists who work in schools ensure that all children have the ability to fully participate in school activities, regardless of their disability status.
So, if a child withcerebral palsyhas difficulty moving about in the classroom, the school physical therapist will work with them to ensure that they have the necessary skills and tools to be able to move through the school and within the classroom.
Eligibility to Receive ServicesThose in between the ages of birth to 21 years old may participate in school-based physical therapy and special education.But not every child is able to receivein-schoolphysical therapy services.Ineligible example: If your child hassprained their ankleplaying soccer in gym class, they may benefit from physical therapy. This can be done at anoutpatient clinicindependently of school. Why? Because the ankle injury likely does not interfere with your child’s access to school services. Sure, it may be a temporary inconvenience for your child to get around the school, but they will be back to normal within a few weeks.Eligible example: School-based physical therapy and rehab services are reserved for those children who have a disability or functional limitation that prevents them from engaging fully in the education system. So, for example, a child withcerebral palsymay benefit from school-based physical therapy to ensure that potential and actual learning barriers are removed or lessened.
Eligibility to Receive Services
Those in between the ages of birth to 21 years old may participate in school-based physical therapy and special education.But not every child is able to receivein-schoolphysical therapy services.Ineligible example: If your child hassprained their ankleplaying soccer in gym class, they may benefit from physical therapy. This can be done at anoutpatient clinicindependently of school. Why? Because the ankle injury likely does not interfere with your child’s access to school services. Sure, it may be a temporary inconvenience for your child to get around the school, but they will be back to normal within a few weeks.Eligible example: School-based physical therapy and rehab services are reserved for those children who have a disability or functional limitation that prevents them from engaging fully in the education system. So, for example, a child withcerebral palsymay benefit from school-based physical therapy to ensure that potential and actual learning barriers are removed or lessened.
Those in between the ages of birth to 21 years old may participate in school-based physical therapy and special education.But not every child is able to receivein-schoolphysical therapy services.
School-Based Physical Therapy Laws
Individuals with Disabilities Education Act (IDEA)
There are specific federal laws that govern the provision of therapy services in schools. The first is called Individuals with Disabilities Education Act (IDEA). This act guarantees free and public education access to people with disabilities. Part C of IDEA governs the provision of special education services for children from birth to age 2. Part B governs the provision of services from age 3 to 21.
One important aspect of special education law is that the services provided should be done so in the least restrictive environment possible. This means that, to the greatest extent possible, children with a disability should learn and receive services in classrooms with their peers who are not disabled. The physical therapist should, when possible, provide services in the child’s natural environment in school.
Every Student Succeeds Act (ESSA)
Other members of the school therapy team may include:
These specialists all work together to ensure your child has equal access to educational services as compared to their peers.
Once all of these team members have assessed your child, they will determine if your child meets the criteria for requiring services. Then, a specialized plan of care called an individualized education plan (IEP) will be developed.
Enrollment and Eligibility
If your child has an IEP, then they have been determined to potentially benefit from school-based therapy. The IEP will outline:
Your child’s IEP will be updated regularly as your child progress in school. Each member of the rehab team will be required to update your child’s progress at regular intervals.
What if My Child Isn’t Eligible?If your child has been assessed and does not qualify for services, then the school’s educational coordinator may meet with you to discuss recommendations, but no physical therapy services will be provided. Your child’s participation in school may simply be monitored. If this happens, you may wish to receive private physical therapy services at a local clinic.
What if My Child Isn’t Eligible?
If your child has been assessed and does not qualify for services, then the school’s educational coordinator may meet with you to discuss recommendations, but no physical therapy services will be provided. Your child’s participation in school may simply be monitored. If this happens, you may wish to receive private physical therapy services at a local clinic.
Paying for Physical Therapy: Affordable Care and Positive Outcomes
A Typical Session
There are two types of physical therapy sessions that happen in schools: pull-out sessions and push-in sessions.During a pull-out session, the student is removed from the classroom and engages with a physical therapist in a separate area. This may be in the school’s special education room or in the gymnasium.
During a pull-out session, the physical therapist may work with your child to improve movement and motor control. Typical interventions may include:
Push-in physical therapy sessions occur when the physical therapist works with your child in their classroom and with their peers. This situation fulfills the least restrictive environment requirement of the IDEA law, and it is a great way for your child to have PT services in their natural learning environment.
During a push-in session, the physical therapist may work with your child to ensure that their physical and functional limitations are not affecting their ability to participate in class with their teacher and peers. Special supports, like assistive devices and positioning devices, may be used to ensure that your child can move and function appropriately in the classroom.
During the COVID-19 health pandemic, many people started receiving their healthcare services throughtelehealth, where a provider meets with patients and caregivers over a secure internet connection. And many schools have moved to remote learning models, where students stay at home while interacting with their teachers via the internet.
If your child has an IEP and receives school-based physical therapy, then the therapist may meet with you and your child via telehealth to discuss barriers to learning and how your child’s disability may be affecting their access to school services. Recommendations may be made that may help your child be successful while learning remotely.
Obviously, telehealth services have some limitations, but it is a great way for you and your child to stay connected with your IEP care team during times of remote learning.
One of the most important components of school-based physical therapy is supportive parents or guardians at home. There are several things you can do to ensure your child has a successful outcome during school-based therapy. These may include:
At regular intervals, your child’s IEP team may re-assess your child and make changes to the care plan. If your child improves to the point where their disability does not interfere with learning, then the IEP may be ended. If your child’s disability once again limits their educational opportunities, the process of starting school-based services may be started once again.
Summary
Every child in the U.S. is entitled to free public education. Some children require special education services that help them be successful students and participate fully in school.
If your child has special needs, they may work with a physical therapist in school as part of the individualized education plan. The therapist at school will ensure your child can function in the school environment so they can participate with minimal obstacles to learning.
A Word From Verywell
There are many resources out there for children with disabilities. Working with a therapist as part of an educational healthcare team can ensure your child has access to high-quality educational programs, and their disability does not limit that. If you are unsure if your child qualifies, contact your child’s teacher and/or school administration to discuss their options for physical therapy services.
Physical therapists who provide in-school services to children are required to meet regularly with the IEP team and school staff members. Your child’s progress will be discussed during these meetings, and changes may be made to your child’s IEP.
5 SourcesVerywell Health uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Effgen SK, McCoy SW, Chiarello LA, Jeffries LM, Bush H.Physical therapy–related child outcomes in school: an example of practice-based evidence methodology.Pediatric Physical Therapy. 2016;28(1):47-56. doi:10.1097/PEP.0000000000000197Weaver P, Cothran D, Dickinson S, Frey G.Physical therapists’ perspectives on importance of the early intervention competencies to physical therapy practice.Infants & Young Children. 2018;31(4):261-274. doi:10.1097/IYC.0000000000000127Thomason HK, Wilmarth MA.Provision of school-based physical therapy services: a survey of current practice patterns.Pediatric Physical Therapy. 2015;27(2):161-169. doi:10.1097/PEP.0000000000000127National Association of Special Education Teachers (NASET).Evaluation and eligibility of children with suspected disabilities.Horsley S, Schock G, Grona SL, et al.Use of real-time videoconferencing to deliver physical therapy services: A scoping review of published and emerging evidence.J Telemed Telecare. 2020;26(10):581-589. doi:10.1177/1357633X19854647
5 Sources
Verywell Health uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Effgen SK, McCoy SW, Chiarello LA, Jeffries LM, Bush H.Physical therapy–related child outcomes in school: an example of practice-based evidence methodology.Pediatric Physical Therapy. 2016;28(1):47-56. doi:10.1097/PEP.0000000000000197Weaver P, Cothran D, Dickinson S, Frey G.Physical therapists’ perspectives on importance of the early intervention competencies to physical therapy practice.Infants & Young Children. 2018;31(4):261-274. doi:10.1097/IYC.0000000000000127Thomason HK, Wilmarth MA.Provision of school-based physical therapy services: a survey of current practice patterns.Pediatric Physical Therapy. 2015;27(2):161-169. doi:10.1097/PEP.0000000000000127National Association of Special Education Teachers (NASET).Evaluation and eligibility of children with suspected disabilities.Horsley S, Schock G, Grona SL, et al.Use of real-time videoconferencing to deliver physical therapy services: A scoping review of published and emerging evidence.J Telemed Telecare. 2020;26(10):581-589. doi:10.1177/1357633X19854647
Verywell Health uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.
Effgen SK, McCoy SW, Chiarello LA, Jeffries LM, Bush H.Physical therapy–related child outcomes in school: an example of practice-based evidence methodology.Pediatric Physical Therapy. 2016;28(1):47-56. doi:10.1097/PEP.0000000000000197Weaver P, Cothran D, Dickinson S, Frey G.Physical therapists’ perspectives on importance of the early intervention competencies to physical therapy practice.Infants & Young Children. 2018;31(4):261-274. doi:10.1097/IYC.0000000000000127Thomason HK, Wilmarth MA.Provision of school-based physical therapy services: a survey of current practice patterns.Pediatric Physical Therapy. 2015;27(2):161-169. doi:10.1097/PEP.0000000000000127National Association of Special Education Teachers (NASET).Evaluation and eligibility of children with suspected disabilities.Horsley S, Schock G, Grona SL, et al.Use of real-time videoconferencing to deliver physical therapy services: A scoping review of published and emerging evidence.J Telemed Telecare. 2020;26(10):581-589. doi:10.1177/1357633X19854647
Effgen SK, McCoy SW, Chiarello LA, Jeffries LM, Bush H.Physical therapy–related child outcomes in school: an example of practice-based evidence methodology.Pediatric Physical Therapy. 2016;28(1):47-56. doi:10.1097/PEP.0000000000000197
Weaver P, Cothran D, Dickinson S, Frey G.Physical therapists’ perspectives on importance of the early intervention competencies to physical therapy practice.Infants & Young Children. 2018;31(4):261-274. doi:10.1097/IYC.0000000000000127
Thomason HK, Wilmarth MA.Provision of school-based physical therapy services: a survey of current practice patterns.Pediatric Physical Therapy. 2015;27(2):161-169. doi:10.1097/PEP.0000000000000127
National Association of Special Education Teachers (NASET).Evaluation and eligibility of children with suspected disabilities.
Horsley S, Schock G, Grona SL, et al.Use of real-time videoconferencing to deliver physical therapy services: A scoping review of published and emerging evidence.J Telemed Telecare. 2020;26(10):581-589. doi:10.1177/1357633X19854647
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