The enactment of the Education for All Handicapped Children Act provided children with disabilities the right to be educated with their peers in public schools. The related services provision of the Act requires public schools to hire appropriate personnel, including physical therapists, to enhance educational opportunities for children with disabilities.
Purpose: The purpose of this study was to explore perceived barriers to optimal school-based physical therapy practice and delivery identified by Idaho school-based therapists.
Methods: Forty-eight Idaho school-based physical therapists were sent the survey instrument developed for this study. Thirty-six Idaho school-based therapists returned the survey (response rate 75%).
Results: Data analysis substantiated four barriers to school-based physical therapy practice: financial constraints, administrative issues, personnel shortages, and limited understanding of disability law. A statistically significant difference (p < 0.05) was found between participant perceptions of barriers within their school and their perceptions of barriers statewide.
Conclusions: Overall, participants perceived, to varying degrees, that although barriers were present at the school level, state level barriers were even greater.