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Thursday, Nov 12, 2026
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Thursday, Nov 12, 2026
7:00 AM - 7:45 AM CST
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Location:
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Location:
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2026111207:0007:45 004
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THU, NOV 12
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44717765-336B-F111-80FD-AABC52161AD7
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Thursday, Nov 12, 2026
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Thursday, Nov 12, 2026
7:45 AM - 8:00 AM CST
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Location:
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Location:
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2026111207:4508:00 005
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THU, NOV 12
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44717765-336B-F111-80FD-AABC52161AD7
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Thursday, Nov 12, 2026
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Thursday, Nov 12, 2026
8:00 AM - 10:00 AM CST
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Laws & Regulations Relevant to School-Based Practice
The session will provide an overview of the Individuals with Disabilities Education Act (IDEA), a principal federal law directing the provision of physical therapy to eligible students with disabilities and Section 504 of the Rehabilitation Act. We will discuss the responsibility of PTs and PTAs in schools to provide students with services as part of their free and appropriate public education (FAPE). The session will also include discussion of the influence of state Physical Therapy Practice Acts and working with state Departments of Education as the influence and compliance monitoring of the US Department of Education changes.
Speaker(s):
Susan K. Effgen
Location:
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Location:
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2026111208:0010:00 004
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THU, NOV 12
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44717765-336B-F111-80FD-AABC52161AD7
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Thursday, Nov 12, 2026
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Thursday, Nov 12, 2026
10:15 AM - 11:15 AM CST
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Physical Therapy Evaluation Across the Educational Continuum
Under the Individuals with Disabilities Education Act (IDEA), related services must be determined through a contextual evaluation process that examines how a student participates within learning environments and the required activities and routines. This session will address contextual evaluation and how it goes beyond isolated skill testing; how assesses the impact of the student’s strengths and his/her challenges on access and participation in the general education curriculum, including age/grade related functional skills such hallway transitions, getting lunch and attending recess. Conducting evaluations within the context of the student’s daily school activities ensures that team decisions regarding services are educationally relevant, collaborative, and directly connected to meaningful outcomes now and into the future. Contextual evaluation supports the development of participatory goals, appropriate supplementary aids and services, and embedded interventions that are educationally relevant and promote access, inclusion, and functional independence across school environments.
Speaker(s):
Sue Cecere
Location:
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Location:
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2026111210:1511:15 008
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THU, NOV 12
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44717765-336B-F111-80FD-AABC52161AD7
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Thursday, Nov 12, 2026
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Thursday, Nov 12, 2026
10:00 AM - 10:15 AM CST
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Location:
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Location:
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2026111210:0010:15 009
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THU, NOV 12
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44717765-336B-F111-80FD-AABC52161AD7
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Thursday, Nov 12, 2026
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Thursday, Nov 12, 2026
11:15 AM - 12:00 PM CST
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PT Diagnosis: Movement-disorder diagnosis
This session will review movement driven, physical therapy diagnoses and distinguish them from medical diagnoses. Practical examples will be included to support evaluation, service planning, collaboration and communication with IEP teams and collaborators. By the end of this presentation, participants will be able to: List and describe potential physical therapy diagnoses that may be encountered in school practice. Differentiate between a medical diagnosis and a physical therapy diagnosis, Describe how physical therapy diagnoses can illuminate and clarify: effect/s on student function, mobility, and environmental navigation, access to classroom participation, and school routines, effective plans of care and interventions and link PT diagnoses/findings to functional impact within the educational setting and the IEP process
Speaker(s):
Laurie Ray
Location:
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Location:
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2026111211:1512:00 010
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THU, NOV 12
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44717765-336B-F111-80FD-AABC52161AD7
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Thursday, Nov 12, 2026
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Thursday, Nov 12, 2026
12:00 PM - 1:00 PM CST
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Location:
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Location:
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2026111212:0013:00 014
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THU, NOV 12
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44717765-336B-F111-80FD-AABC52161AD7
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Thursday, Nov 12, 2026
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Thursday, Nov 12, 2026
1:00 PM - 1:45 PM CST
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Data Driven IEP Development
Participation-Based Student Goals
Supporting students’ meaningful participation in school activities and routines is the pinnacle aim of school-based practice; however, collaborative student goals that focus on student participation are not universally developed in school-based practice. This presentation will 1) discuss evidence-informed strategies to nurture collaborative relationships with students, their families, and other school professionals and 2) present practical strategies to leverage these relationships to develop collaborative, participation-based, individualized student goals. Participants will work with G.O.A.L.S. for Student Participation tools and other resources to support the development and use of participation-based student goals. Participants will apply presentation topics to case scenarios based on students with complex needs (GMFCS levels IV and V) across the educational age span (preschool through high school). Speaker(s):
Kim Wynarczuk
Location:
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Location:
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2026111213:0013:45 015
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THU, NOV 12
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44717765-336B-F111-80FD-AABC52161AD7
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Thursday, Nov 12, 2026
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Thursday, Nov 12, 2026
1:45 PM - 2:30 PM CST
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Service Delivery and Dosing
This presentation helps school-based physical therapists translate student needs and IEP requirements into practical, defensible service delivery and dosing recommendations. Using a structured clinical-reasoning approach (including a dosage “frequency/intensity” framework), participants will learn how to decide what PT interventions look like in the school setting, how often they should occur, and why those decisions support access to and progress in the educational program.[1] By the end of this session, participants will be able to:
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Describe service delivery and dosing and the continuum of service delivery options in school practice under IDEA/IEP planning, including how the IEP team determines service parameters based on student needs.
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Use a dosing framework (DoSES model concepts) to distinguish among lower-to-higher intensity/amounts of PT intervention (e.g., periodic vs frequent vs intensive vs consultative) and connect those categories to duration and schedule.
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Align recommended PT “amount” to existing evidence and specific IEP participation needs by linking dosing decisions to expected outcomes (e.g., participation/skill acquisition), least restrictive environment, and the level of support required in the educational environment.
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Compare common service delivery models for school-based PT (direct vs indirect/consultative programming concepts) and explain how each model affects dosing recommendations.
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Identify key factors that influence dosing recommendations in schools (student factors, school environment/support availability, level of required skill (acquision, generalization) and clinical reasoning.
Speaker(s):
Laurie Ray
Location:
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Location:
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2026111213:4514:30 016
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THU, NOV 12
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44717765-336B-F111-80FD-AABC52161AD7
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Thursday, Nov 12, 2026
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Thursday, Nov 12, 2026
2:45 PM - 3:45 PM CST
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Location:
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Location:
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2026111214:4515:45 017
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THU, NOV 12
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44717765-336B-F111-80FD-AABC52161AD7
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Thursday, Nov 12, 2026
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Thursday, Nov 12, 2026
3:45 PM - 4:30 PM CST
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Location:
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Location:
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2026111215:4516:30 019
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THU, NOV 12
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44717765-336B-F111-80FD-AABC52161AD7
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Thursday, Nov 12, 2026
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Thursday, Nov 12, 2026
2:30 PM - 2:45 PM CST
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Location:
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Location:
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2026111214:3014:45 000
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THU, NOV 12
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44717765-336B-F111-80FD-AABC52161AD7
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