Department of Rehabilitation Medicine (Dr Rundell), University of Washington, Seattle, Washington State; Department of Health, Human Function, and Rehabilitation Sciences (Dr Wentzell), The George Washington University, Washington, District of Columbia; School of Rehabilitation Sciences (Dr Wynarczuk), Moravian University, Bethlehem, Pennsylvania; Doctor of Physical Therapy Program (Drs Catalino and Rapport), Hawai'i Pacific University, Honolulu, Hawaii; Department of Physical Medicine and Rehabilitation (Dr Hernandez), University of Colorado Anschutz Medical Campus, Aurora, Colorado; Oregon State University-Cascades Doctor of Physical Therapy Program (Dr Lent), Bend, Oregon.; School of Physical Therapy (Dr Young), Arkansas Colleges of Health Education, Fort Smith, Arkansas.
Pediatr Phys Ther. 2024 Oct 1;36(4):544-550. doi: 10.1097/PEP.0000000000001135.
The purpose of this special communication is to provide practical, evidence-based recommendations and examples of inclusive and accessible teaching practices that can be effectively used in pediatric physical therapy (PT) education to: (1) ensure equity in education, (2) elevate all voices, and (3) facilitate anti-oppressive learning environments.
Concrete action items and strategies addressing these 3 recommendations are provided at all levels of the ecological model framework.
Pediatric PT clinical and academic educators must work proactively to ensure learning environments are inclusive of everyone. Pediatric PT educators need to take the time to self-reflect, change their behaviors, and use inclusive, accessible, and anti-oppressive education practices. This will create equitable learning opportunities to successfully meet the needs of our learners, children, and families with whom we engage regularly in our personal and professional lives.
本专题通讯的目的是提供实用的、基于证据的建议和示例，介绍包容性和可及性的教学实践，可有效地用于儿科物理治疗（PT）教育，以：（1）确保教育公平，（2）提升所有声音，以及（3）促进反压迫学习环境。
在生态模型框架的各个层面都提供了针对这 3 项建议的具体行动计划和策略。
儿科 PT 临床和学术教育者必须积极主动地确保学习环境对每个人都是包容的。儿科 PT 教育者需要花时间进行自我反思，改变自己的行为，并使用包容性、可及性和反压迫的教育实践。这将创造公平的学习机会，成功满足我们学习者、我们经常在个人和专业生活中与之互动的儿童和家庭的需求。
