Developing the IEP as a School-Based PT

presented by Amy Barr, PT, DPT and Mary Jane Rapport, PT, DPT, PhD, FAPTA

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Disclosure Statement:

Financial: Amy Barr receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: Amy Barr has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Learning to develop an IEP that accurately reflects the student's functional performance and identifies the needed accommodations and services is a specialized skill. This course will define and discuss the various components of the IEP. The relationships between the IEP process and the patient/client management model in the Guide to Physical Therapist Practice will be described. Various methods for developing and measuring meaningful IEP goals will be explained and illustrated through case examples. Concepts such as collaboration, parental consent, and predetermination as relating to IEP meetings will be explored.

Meet Your Instructors

Amy Barr, PT, DPT

Amy Barr, PT, DPT is a practicing school-based therapist and the Physical Therapy Coordinator for a large school district located in the suburban Denver area. She has 20 years of experience working with adults and children and has spent the last 14 years serving preschool through transition age students in a school setting. Dr. Barr…

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Mary Jane Rapport, PT, DPT, PhD, FAPTA

Mary Jane Rapport, PT, DPT, PhD, FAPTA, is a Catherine Worthingham Fellow of the American Physical Therapy Association (APTA). Dr. Rapport is a professor in the Department of Physical Medicine and Rehabilitation and the Department of Pediatrics in the School of Medicine at the University of Colorado, where she is core faculty in the Physical…

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Chapters & Learning Objectives

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1. IEP Document and Process

This chapter describes the Client Management Model in the Guide to Physical Therapist Practice and the required components of the IEP most relevant to related service providers. Two case studies are used to further elucidate the IEP components. IEP software program benefits and cautions are briefly reviewed.

2. Developing IEP Goals

This chapter discusses important factors to consider when developing IEP goals, such as discipline-free goals and SMART goals. It links goal development to the broader IEP through clinical reasoning and identifies three ways to construct goals, using the case studies introduced in Chapter 1, that are consistent with these principles.

3. The IEP Meeting

This chapter describes the importance of the collaborative process in developing the IEP document within the IEP meeting. The guidelines surrounding IEP meetings—including frequency, attendance, meeting excusals, and parent consent—are outlined.