POSITION ON PEOPLE WITH DISABILITIES HOD 06-93-32-59 (Program 32) 

The American Physical Therapy Association (APTA) is committed to: 

full inclusion of people with disabilities in all aspects of community 
life; 

full inclusion of people with disabilities within the profession of 
physical therapy; and 

full inclusion of people with disabilities or their families, if 
appropriate, in the development and implementation of treatment plans. 


POSITION ON PRACTICE IN EDUCATIONAL ENVIRONMENTS HOD 06-95-14-03
 (Program 32) [Amended HOD 06-89-40-85; HOD 06-80-09-27; Initial HOD 
06-79-14-38] 

The American Physical Therapy Association (APTA) supports the provision 
of physical therapy services to children with special needs. Physical 
therapists have provided services to children with disabilities 
throughout the history of the profession. Public Law 94-142 (PL 94-142) 
provided the opportunity for physical therapists and physical therapist 
assistants to be actively involved in providing services to children 
with disabilities in educational programs. Public Law 99-457 (PL 99-457) 
extended this involvement to early intervention services for infants and 
toddlers with disabilities and their families. 

Physical therapists examine and evaluate patients having a variety of 
sensory and motor disabilities. Physical therapists plan and implement 
programs that will help these children attain their optimal educational 
potential and benefit from special education. Physical therapists should 
assume a role in the development of a child's Individual Educational 
Program (IEP) or Individual Family Service Plan (IFSP) and make 
recommendations for increasing a child's ability to participate in 
educational activities. In addition, physical therapists contribute 
unique administrative, consultative, management, and teaching skills 
that help modify the educational environment so that children may 
benefit from their educational placement. 

The APTA encourages the establishment of working relationships with 
state education departments, local school districts and other agencies, 
such as mental health, in order to integrate physical therapy services 
into school systems and early intervention programs. Such cooperation 
should be directed toward developing and implementing cost-effective 
delivery of services to children with disabilities within the framework 
of federally approved state plans. In all these efforts, the primary 
goal should be identifying and serving the best interests of children 
with disabling conditions both within the school setting and in overall 
quality of life.