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Preparation of Physical Therapists to Work with Handicapped Infants and Their Families: Current Status and Training Needs

C Cochrane, MS, PT, was Clinical Assistant Professor, Division of Physical Therapy, Department of Medical Allied Health Professions, The University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7135, when this article was written.
B Farley, MS, PT, is Clinical Research Assistant, St Joseph's Hospital and Medical Center, 350 W Thomas Rd, Phoenix, AZ 85001. She was a student in the master's degree program, Division of Physical Therapy, The University of North Carolina at Chapel Hill, when she assisted with this study in partial fulfillment of her degree requirements.
I Wilhelm, MS, PT, is Research Associate Professor, Division of Physical Therapy, The University of North Carolina at Chapel Hill.

The purposes of this study were to determine the current status of physical therapists' preparation to work with handicapped and at-risk infants and their families and to identify needs for infant- and family-focused training materials and curricula. Results of a telephone survey of 73 physical therapy programs and a follow-up mail survey of 14 physical therapy programs with infancy specialization options are presented. Students in entry-level programs and postprofessional master's degree programs with infancy specializations commonly received instruction in infancy-related topics. Many students received minimal or no exposure to family-related content. Family assessment and intervention were identified as the areas of highest priority for development of training materials and curricula. The results of this study provide direction for the design of infant- and family-focused training materials and curricula in physical therapy.

Key Words: Education: physical therapist, professional/teaching methods • Handicapped • Infant • Pediatrics, general

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