Manamela Machuene C, Eksteen Carina A, Mtshali Bhekiwe, Olorunju Shade A S
Department of Physiotherapy, Faculty of Health Care Sciences, Sefako Makgatho Health Sciences University, Pretoria, South Africa.
Biostatistics Unit, South African Medical Research Council, Pretoria, South Africa.
S Afr J Physiother. 2021 Nov 23;77(1):1571. doi: 10.4102/sajp.v77i1.1571. eCollection 2021.
Investigation into, and description of competencies in the various sectors in which the physiotherapy profession is practised, contribute to the standardisation of practice, professional education, and guides research and administration, and is necessary in South Africa.
To identify the competencies implemented by physiotherapists working in an educational setting for learners with special needs and to determine physiotherapists' opinions on the identified competencies.
A sequential mixed method research design was implemented to explore the competencies that physiotherapists implement during their intervention for children with special needs through focus group discussions (FGDs). A questionnaire based on the statements that emerged from the thematic analysis of the transcribed FGDs, and validated, was implemented in a cross-sectional survey amongst all physiotherapists employed in special schools. SPSS version 24 was used for the analysis of closed responses and thematic analysis was done on open-ended responses ( = 22).
The respondents' knowledge and skills regarding physiotherapy theories and implementation ranged from 'good' to 'very good'. However, integration of the therapeutic knowledge and skills in different aspects of the special educational environment, and community integration, were rated 'poor' to 'fair'. Support of physiotherapists to implement policies and procedures, and to attend continuing professional development, ranged from 'fair' to 'poor'.
Lack of knowledge in educational policies and procedures in classroom strategies negatively influence the integration of therapeutic strategies in the special educational environment.
The contribution of our study to learners with special needs in schools was outlined.
对物理治疗专业实践的各个领域的能力进行调查和描述，有助于实践标准化、专业教育，并为研究和管理提供指导，这在南非是必要的。
确定在为有特殊需求的学习者提供教育的环境中工作的物理治疗师所实施的能力，并确定物理治疗师对所确定能力的看法。
采用顺序混合方法研究设计，通过焦点小组讨论（FGD）探索物理治疗师在对有特殊需求儿童的干预过程中所实施的能力。基于对转录的FGD进行主题分析得出的陈述编制并验证了一份问卷，在对特殊学校雇佣的所有物理治疗师进行的横断面调查中实施该问卷。使用SPSS 24版分析封闭式回答，并对开放式回答（n = 22）进行主题分析。
受访者在物理治疗理论和实施方面的知识和技能从“良好”到“非常好”不等。然而，在特殊教育环境的不同方面以及社区融合中治疗知识和技能的整合被评为“差”到“一般”。物理治疗师对实施政策和程序以及参加持续专业发展的支持程度从“一般”到“差”不等。
在课堂策略中缺乏教育政策和程序方面的知识会对特殊教育环境中治疗策略的整合产生负面影响。
概述了我们的研究对学校中有特殊需求的学习者的贡献。
