Integration of Physiotherapy Interventions in Classroom Settings for Physical Disabilities

Abstract

Inclusion of the physiotherapy interventions within the learning environments is of paramount importance in promoting inclusion in the learning of the physically challenged students. In this paper, the researcher proposes Classroom-Integrated Physiotherapy Framework (CIPF) that involves the development of a therapeutic intervention that directly alters the classroom activities to enhance the physical, academic and behavioral achievements. The proposed framework is contrary to the traditional methods of physiotherapy, which are characterized by isolated sessions of clinical interventions and the focus is more on continuous and contextualized intervention in accordance with academic activities. The research will be grounded in the mixed-method approach that will incorporate the baseline testing, individualized intervention plan, in-classroom session, and technological-facilitated tracking of the process, through the use of wearable devices, and AI-supported feedback programs. This framework was implemented among students with physical disability in an ordinary classroom setting over a specified time frame and the outcomes of its efficacy were the physical performance, academic engagement and conduct. The findings show that there is a high level of mobility, posture, coordination and endurance improvement, as well as increased involvement and engagement in the classroom, attention span and task performance rates. Moreover, it was found that students had more confidence and interacted more, which indicates the holistic benefits of the integrated approach. The CIPF model has proven to be more effective than the traditional physiotherapy management in retaining skills, engaging and maintaining them. Another detail presented in the paper is the necessity of the multidisciplinary collaboration between physiotherapists, educators and caregivers to successfully implement it. Despite the fact that certain problems are linked to the resources and training, the proposed model will offer a viable and scala-able approach to inclusive education.