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In the United States (US), early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act have demonstrated a commitment to teaming and collaboration through multidisciplinary assessment and coordinated service delivery. However, there continues to be broad variability as to the EI service delivery model described on public-facing EI program websites and in state-level documents. In this study, we performed a review of the websites of EI programs in all 50 states, the District of Columbia, five US territories, and two federal departments responsible for providing EI services to specific constituencies. Using a qualitative content analysis approach to analyze the data from all 58 entities led to three primary findings: (1) the challenge of finding information on public-facing websites and related documents about teaming practices within each state, (2) the inconsistency in the types of documents, dates, and ages of posted information, and (3) the variability across states, including the language used to describe and discuss teaming models and practices. These results lead to a call for action to improve the consistency of information on teaming models and the implementation of practices that better support all children and families served under Part C. [ABSTRACT FROM AUTHOR]

By 2020, all graduates of accredited physical therapy programs will receive the Doctor of Physical Therapy (DPT) degree. Bachelor degrees in physical therapy are no longer granted, and over 83% (N = 176 accredited programs) of the entry-level physical therapy education programs already grant the DPT degree. The purpose of this article is to highlight the significant curricular changes that have taken place in most physical therapy education programs as they have transitioned from a masters degree to the level of the clinical doctoral degree culminating in the DPT. A summary of the key philosophical elements and practical considerations that drove the development and implementation of the University of Colorado curriculum as the transition to the DPT occurred are highlighted. Focusing on the curricular changes in one accredited entry-level Physical Therapy Program allows for a clearer understanding of the evolution of physical therapy as a discipline within the context of healthcare delivery and the provision of PT services in multiple settings and environments, including school-based physical therapy practice. Once the DPT level physical therapist has the additional knowledge and skills necessary for school-based practice, and gains experience in this unique practice setting, it can be assumed that he/she will demonstrate an advanced level of clinical decision-making that will be a benefit to the students receiving PT as a related service and to the rest of the school team.

Collaborative teamwork is viewed by many as a characteristic of effective working relationships between adults who provide special education and related services in educational settings. Although a substantial body of research exists on the philosophy and practice of collaborative teamwork, the contributions of veteran team members regarding which elements of this knowledge base they view as essential has been largely absent. The purpose of the present study was to obtain the opinions of practicing team members regarding those elements of teamwork they found essential, as well as those they view as non-essential, to their professional practice. The responses of 46 team members (17 special educators, 9 occupational and physical therapists, and 20 speech and language pathologists), were obtained through their completion of a questionnaire. The questionnaire was organized according to three professional practice themes of teamwork: 1) the philosophy of collaborative teamwork; 2) collaborative team structures; and 3) collaborative team functions. Team members indicated which elements within each professional practice theme they viewed as essential to the knowledge base for service on collaborative educational teams. Responses were variable within and across the three themes with the strongest support expressed for the process of collaborative problem solving. The implications of these data for the practice of collaborative teamwork in contemporary public schools are explored. (Contains 5 tables.)

Introduction: The purpose of this study was to describe interagency collaboration in Part C Early Intervention (EI) programs. Methods: Between 18 April and 9 May 2022, 48 EI service coordinators (SCs) from 14 programs in one state completed adapted versions of the Interagency Collaboration Activities Scale (IACAS) and Relational Coordination Survey (RCS). Assessing perceptions of shared structures (IACAS) and coordination quality (RCS), these combined measures summarized interagency collaboration with 11 organizations. Mean (SD) survey responses were estimated and ranked. Results: Sample SCs represent a breadth of professional disciples and vary substantially in their current and desired collaborations. The quantity of SCs collaborating with organizations ranged from 0% to 98%. Nearly all (98%) reported collaborating with the school districts, few (15%) reported collaborating with insurance, and none reported collaborating with Supplemental Nutrition Assistance Program or Special Supplemental Nutrition Program for Women, Infants, and Children. The majority of SCs expressed desire to increase their collaborations with most of the listed organizations. The perceived quality of collaborations varied substantially at both individual and organizational levels. When comparing SC perceptions of shared structures and coordination quality, SCs reported more favourable collaborations with school districts (IACAS rank: first and RCS rank: first) and less favourable collaborations with insurance (IACAS rank: ninth and RCS rank: seventh). Some organizations rankings varied across both scales, including pediatric primary care (IACAS rank: third and RCS rank: eighth) and hospitals (IACAS rank: sixth and RCS rank: second). Overall, SCs reported low perceived existence of shared structures while coordination quality varied by organization. Opportunities for collaborative growth were identified. Discussion: Despite its importance and required implementation in EI, perceptions of interagency collaboration varied substantially within and between EI programs. There is a suggested need to increase the quantity of SCs that collaborate and identified opportunities to increase the quality of collaborations that already exist. [ABSTRACT FROM AUTHOR]

District and building-level administrators are often responsible for the hiring and supervising of related services personnel. Thus, a deeper understanding of the personnel issues that exist in the related services disciplines becomes important. What we know about the supply and demand, professional preparation, and certification and licensure of school-based related services personnel: (1) School-based employment of personnel in audiology, occupational therapy, physical therapy, and speech-language pathology is an outgrowth of public school attendance of students with disabilities as mandated in the Individuals with Disabilities in Education Act (IDEA) and other federal, state, and local mandates; (2) There is a shortage of related service providers and paraprofessionals employed to work in schools; (3) Shortages vary by location and are more severe in some areas, and in some disciplines, than others; (4) Related service providers and paraprofessionals generally begin working in school-based settings lacking the necessary skills related to their school-based role; (5) Multiple factors contribute to attrition; (6) There is a greater need for collaboration across related services disciplines and para-professionals; (7) There are multiple avenues to obtain the qualifications necessary for employment in schools; (8) There are differences in certification and licensure requirements across the states; and (9) Changes in service delivery models have not been adequately addressed by changes in personnel preparation.

Physical therapy in school settings focuses on outcomes and is based on meeting the educational needs of the child or student. Despite the expansion in delivery models beyond direct one-to-one intervention, and the use of multiple team members, to achieve outcomes for students in educational environments, there continue to be shortages of physical therapists in many school districts. The supply of physical therapists is, on the whole, slightly less than adequate; however, real personnel shortages continue to exist in rural areas and in populated areas with less desirable schools or workplace environments. An adequate supply of physical therapists does not mean adequate training, and there are ongoing issues regarding what constitutes adequate professional preparation for the delivery of pediatric physical therapy in school-based settings. Licensure requirements are relatively consistent across states with some states requiring additional certification to work in school-based settings. This article takes a look at the economic principle of supply and demand, professional preparation, licensure and certification of the physical therapy profession. In order to increase both the number of available pediatric physical therapists and the quality of the professional skills with which a physical therapist enters employment as a related service provider, the authors suggest some necessary changes to make in personnel preparation and on-the-job training.

Addresses issues in special education of incarcerated youth with disabilities including: (1) prevalence rates of disabilities among juvenile-delinquent populations; (2) problems in providing special-education services to incarcerated youth; (3) developments in case law concerning delivery of special education to this population; and (4) recommendations for special-education programming in correctional institutions. (Author/DB)

The Individuals with Disabilities Education Act includes school health services among possible related services. A review of relevant documents and court decisions from the past 10 years provides insight into congressional intent, federal regulations, and local implementation of service delivery related to children with extensive health care needs. (Author/DB)

This paper summarizes major provisions of statutory law, federal regulations, and case law that address the delivery of physical and occupational therapy to students with disabilities in educational settings. It focuses on relevant provisions of the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act. (DB)

This review of the legal issues concerning eligibility for extended school year services for children with severe disabilities addresses both statutory and case law, as well as practical guidelines to help educators comply with federal statutes, especially the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973. A table summarizes 32 eligibility cases. (DB)