INTERVENTIONS FOR CHILDREN WITH SPECIAL NEEDS: A MULTIDISCIPLINARY SERVICE LEARNING MODEL FOR EDUCATING PHYSICAL THERAPY STUDENTS

• Published in: Physical therapy Vol. 81; no. 5; p. A57
• Main Author: Kuperstein, JM
• Format: Journal Article
• Language: English
• Published: Oxford University Press 01.05.2001
• Subjects: Physical therapy
• ISSN: 0031-9023

PURPOSE: Goals of physical therapy educational programs include preparing students to become competent practitioners, lifelong learners, and active contributors to the physical therapy profession as well as to the health and wellness of their communities. Service learning is one model that accomplishes many of these goals through both explicit and implicit learning. Such a model was utilized for two pediatric elective courses in a physical therapy program. DESCRIPTION: The two electives were independent of each other but were planned utilizing a similar format. In each case, the PT students participated in: a didactic session, supervised volunteer work with children with special needs, and a follow-up session for presentations and discussion. One elective involved serving as sidewalkers for a therapeutic riding program and the other involved serving as planners and counselors for a camp for children with sensorimotor dysfunction. In each case, the students received on-site supervision from a faculty member and interacted with students and professionals from other disciplines including occupational and speech therapy. In the case of the therapeutic riding program, all of the professionals working each week were volunteers. OBSERVATIONS: Students reported very high satisfaction with the courses and course objectives were met at an exceptional level. The electives allowed more one-on-one interaction with children with special needs than is available in the traditional Pediatrics course, which was a high priority for many of the learners. The interaction with both students and professionals from other rehabilitation disciplines contributed to an increased understanding of the diversity and interdependence of the field. The impact on both of the not-for-profit agencies that offer the community programs was substantial in that they obtained qualified and reliable volunteers. This in turn contributed to a positive image of the University in the community. Finally, the students' independent decision to follow up with fundraising activities for the two programs was one indication of their commitment to community service. CONCLUSIONS: This model met all planned objectives and had additional benefits of increasing University presence in the community. The enriched experience was appreciated by the individual students and by our community partners.