物理治療在學校系統運作之模式與展望

Service Delivery Models and Prospects of School Physical Therapy Services in Taiwan

孫世恆(Shih-Heng Sun) ； 王天苗(Tien-Miau Wang)

《物理治療》 27卷5期 (2002/10) Pp. 256-267

摘要

民國86年「特殊教育法」頒佈後，身心障礙學生在教育環境中開始可以獲得諸如物理治療等相關服務，影響所及，物理治療師不但進入學校系統，同時提供的內涵與模式，都面臨極大的轉變。在內涵方面，物理治療師在學校提供的服務應該著重在增加學生的學校生活參與、增進學生的活動能力以及改善身體的結構與功能等三個層面的內涵，並且藉由改變一些情境因素，增進學生在這三個層面的功能。在服務流程與內容方面，分別針對入學前鑑定、入學後評估、設計個別化教育計劃、執行治療等方面，探討可能理想的運作模式。物理治療師除了應該積極協助身心障礙兒童入學前的鑑定工作，並參與鑑定安置會議，以確認障礙學生後續的相關服務安排之外，還應該於學生入學後，進入學生的學校生活情境當中，與教師共同進行評估，了解學生在學習上所遭遇的困難，並具體提供教師教學或環境調整上的建議。物理治療師並應該與其他專業團隊成員共同參與個別化教育計劃的擬定，以建構整合性的服務內容。在提供服務時，物理治療師應該運用各種服務方式，提供教師及障礙學生所需要的完整專業服務。物理治療師與其他專業團隊成員合作時，採取專業間與跨專業合作模式似乎比較能供供整合性的服務計劃。物理治療師在教育系統服務時，應該了解服務的定位主要在協助學生克服學習及參與學校生活的困難。專業團隊成員之間能建構出溝通與互動的機制，才能創造出適合身心障礙學生學習的環境。地方教育行政機關應該增列或任用足夠的治療師，並且提供適當的行政支持。

關鍵字

特殊教育 ； 物理治療服務模式 ； 相關服務 ； 團隊合作模式

並列摘要

After the Special Education Law was enacted in 1997 at Taiwan, students with disabilities began to be provided with related services other than special education in schools. The content and delivery model of physical therapy services in educational system are different from those in medical system. The authors suggest, based on the International Classification of Functioning, Disability and Health as a framework, that school physical therapists need to devoted themselves to promote better participation of school life, activity level, and body function of disabled students. It is emphasized that physical therapy services in schools include pre-admission evaluation, school environment evaluation, development of individualized education plans, and intervention. Physical therapists need to work with teachers and other professionals, particularly in the team process of evaluation and developing individualized education plans. Therapy services are suggested to be delivered through direct or indirect ways to fulfill the learning needs of students with disabilities and promote better teaching of their teachers. However, all members in a team need to work out a communication mechanism for creating effective collaborations among them and, as a result, better learning environments for disabled students. In order to provide necessary therapy services to all students with disabilities at the present time, more therapists need to be recruited and more administrative supports are also crucial.

並列關鍵字

School physical therapy ； Special education ； Team work