專業發展新視野－學校系統物理治療服務於臺灣之規劃

To Envision Professional Development -- The Planning of School-Based Physical Therapy in Taiwan

黃靄雯(Ai-Wen Hwang) ； 林珮如(Pei-Ju Lin) ； 康琳茹(Lin-Ju Kang) ； 陳麗如(Li-Ju Chen) ； 陳惠茹(Hui-Ju Chen) ； 廖華芳(Hua-Fang Liao)

《物理治療》 42卷3期 (2017/09) Pp. 195-210

https://doi.org/10.6215/FJPT.201709_42(3).0001

摘要

物理治療專業進入學校系統在臺灣至今已20年，為達成2030年臺灣物理治療願景，學校系統物理治療服務應有省思和規劃。目前物理治療師面臨挑戰為：偏向服務重度肢體障礙學生，提供學生參與學校目標、間接治療或諮詢服務模式仍不普遍，學校系統專職物理治療師不足，以及服務次數受限。未來跨專業團隊模式趨勢下，物理治療師或學校教師均可能成為為團隊的主要服務提供者，也相互扮演專業支持的角色。國內外的實證及最新的觀點指出，學校系統物理治療師的人才培育與傳統的專家學科知能(discipline-specific knowledge)培訓有所不同。物理治療師宜掌握專業優勢能力，瞭解臺灣各教育階段的學校系統生態及發展趨勢，強化服務輸送過程中所需的成人諮詢、團隊協力、協調合作策略及家庭／個人為中心等專業素養及執業能力，提供有效率和有成果的服務，以提升特殊學生的生活參與。本文為此特刊之開端，隨刊將藉由不同的服務範例引領更多的專業發展方向，以營造有國際觀及在地化的學校系統物理治療。

關鍵字

學校系統 ； 兒童 ； 服務輸送 ； 物理治療

並列摘要

Physical therapy profession has been providing school-based services for over 20 years in Taiwan. To achieve the proposed vision of physical therapy in Taiwan for 2030, reflection to the past and planning for the future are needed for school-based physical therapy services. Currently physical therapists face many challenges, including: focusing more on serving students with severe physical disabilities, providing students with goals pertain to school participation, indirect therapy or consultation are still uncommon, insufficient full-time physical therapists in school system, and limited times of services. In response to a future trend of trans-disciplinary team model, physical therapists or teachers will be a primary service provider and they will support the other professionals in the team. Based on the domestic and international evidence and current perspectives, the personnel preparation for school-based physical therapists should be different from traditional discipline-specific knowledge training. Physical therapists are encouraged to build on professional strength, to understand the ecology and developmental trend of the school system at each stage of education in Taiwan, and to strengthen professionalism and practical competence needed in service delivery, including adult consultation, teaming, collaboration strategies and family/person-centeredness. Physical therapists provide efficient and effective services to promote life participation of students with special needs. This article is the beginning of this special issue. The following articles in this special issue will provide different service examples to guide more directions of professional development, and to develop school-based physical therapy profession that is localized but also incorporating international perspectives.

並列關鍵字

School-based system ； Child ； Service delivery ； Physical therapy