Occupational (OT) and physical therapy (PT) practitioners continually work to educate parents and others about the role of the school-based therapist and the differences between students’ medical and educational needs. Even so, misunderstandings persist.

Here are a few strategic approaches that might help reframe conversations and reinforce the focus on educational need:

• Use a Collaborative, Team-Based Approach

Engaging in a collaborative process for developing student goals—especially through IEP or RTI meetings—reinforces the idea that OT and PT services are not standalone interventions but are part of a broader educational support system. This helps ensure that recommendations are tied directly to educationally relevant goals. Framing OT or PT support as something that flows from team-developed goals shifts the question from “Does this student need OT or PT?” to “What does this student need to succeed in school, and how can the team—including OT and PT—support that?”

Helpful resource: Joint Statement on Interprofessional Goals in School-Based Practice 

 

• Use Participation-Based Assessment Tools

Tools such as the School Function Assessment (SFA) or routines-based interviews help pivot discussions away from isolated skill deficits and toward meaningful participation in school routines. When assessments show that a student can access the curriculum and engage in classroom activities—despite delays—it becomes easier to explain why therapy may not be required in school, even if recommended elsewhere.

Caution: Focusing on clinical impairment or standard deviations may unintentionally focus the conversation on clinical or medical need.

Helpful webinar: Participation-Based Evaluation in School Settings  

 

• Analyze and Organize Your Data to Support Your Recommendations

Presenting clear, well-organized data strengthens your professional reasoning. Summarizing findings from standardized or functional assessments, classroom observations, and therapy sessions—and tying those findings directly to educational performance—helps clarify your rationale. Charts, graphs, and work samples are powerful visuals that demonstrate your recommendations are based on evidence, not opinion.

• Use Strength-Based Language to Reframe the Discussion

Focusing on what the student can do helps steer the conversation away from deficits and developmental gaps. Strength-based language highlights functional abilities and shifts the team’s mindset toward supporting participation and progress in school routines and activities.

• Provide District-Wide Parent and/or Staff Training on the Role of School-Based OT and PT under IDEA.

Brief training sessions can be valuable for clarifying the role of school-based therapy. These activities can help parents and staff understand that school-based OT and PT are intended to support students’ access to the curriculum  and extracurricular activities, and help them benefit from their special education program, and make progress toward their educational goals—not to address general developmental concerns or medical needs. Emphasizing the least restrictive environment and educational relevance realigns expectations. Work with your district administration and get their support and assistance on any training initiatives. Gather information from the many tools available through AOTA and APTA on school practice to help guide development of your presentation.

Helpful resources:

School Based vs. Clinical Based Therapy | Region 10 Education Service Center 

 

Ask for OT at School  

 

Fact Sheet: Educationally Relevant Physical Therapy: Scope of School-Based Practice 

 

Fact Sheet: Providing Physical Therapy Under IDEA-Part B: An Overview of School-Based Physical Therapy 

 

• Have a Clear, Consistent Way to Describe Your Role—and Be Ready for Common Questions

Having a concise explanation of your role as a school-based OT or PT helps prevent misunderstandings and maintains professionalism. Whether in meetings or casual conversations, being ready to clearly explain your focus on supporting students’ functional participation in school is key. Anticipating common questions—such as “Why isn’t this student recommended for therapy?” or “How is this different from outside therapy?” — and having practiced responses can reduce tension and keep discussions student-centered and aligned with IDEA.

 

Conclusion:  By grounding our decisions in collaboratively-developed goals, participation-based assessments, and clear, organized data—and by using strength-based language and having a prepared explanation of your role—school-based OT and PT practitioners can more effectively educate others on the role of the school-based therapist.

Effective emergency management planning for students with disabilities at school requires careful planning and collaboration. There is no “one size fits all” approach as students with disabilities have individualized support needs. Campus PTs and PTAs play pivotal roles in planning for safe emergency management by assessing specific needs, creating customized emergency response strategies, and collaborating closely with other stakeholders to ensure comprehensive safety and well-being for all students.

In March of 2024, the APTA Academy of Pediatric Physical Therapy released a guide entitled “Fact Sheet: School Emergency Management Planning for Students with Disabilities,” providing helpful guidance in navigating emergency situations. This Fact Sheet acknowledges that PTs and PTAs are essential campus team members with important roles to play.

These roles involve:

1. Identifying and planning for students' unique needs during an emergency.
2. Collaborating to provide expertise in a student’s functional performance and physical abilities.
3. Recognizing environmental factors that could either facilitate or hinder evacuation.
4. Guiding the selection of specialized equipment to aid in the evacuation process.
5. Practicing and training with staff and student.

PTs and PTAs must be sure  to adhere to licensure rules when carrying out these activities. Be sure you understand which activities require an evaluation and physician referral. In Texas, the Rules for PTs and PTAs practicing in the educational setting can be found here: (§346.1. Educational Settings. Texas Board of Physical Therapy Examiners RULES May 2024).