A Collaborative Approach to Optimize Participation in an Education Environment for Students With Bilateral Limb Loss:...

This case study highlights team collaboration, individualized interventions, and an inclusive environment to optimize participation in school-aged children with bilateral congenital transfemoral limb loss.

Two students with bilateral transfemoral limb loss diagnosed with fibular aplasia, tibial campomelia, and oligosyndactyly (FATCO) achieve independence in mobility through collaborative goals and strategies following the International Classification of Functioning Disability and Health Model and a clinical practice guideline published by the US Department of Veterans Affairs and the US Department of Defense. The educational team, including the physical therapist, supports students' mobility and participation using individualized interventions.

The collaborative approach supports the students' complexities and participation with framework-guided strategies. An inclusive school creates a community for students to develop autonomy, self-reliance, and independence.

These cases serve as a model for integrating clinical practice guidelines into best practices for physical therapy in the school setting.

This is the first documented case study of children with FATCO and school-based practices.