Factors Associated With Educational Completion for Students With Physical Disabilities in Physical Therapist...

Area of Science:

• Physical Therapy Education
• Disability Studies
• Higher Education Accessibility

Background:

• Limited research exists on factors influencing the educational completion of students with physical disabilities (SWPD) in physical therapist programs.
• While disability diversity is a focus in nursing and medicine, the physical therapy profession requires more research to define the scope of this topic.

Purpose of the Study:

• To explore the institutional contexts of physical therapist education for SWPD.
• To identify academic factors associated with the educational completion of SWPD in physical therapist programs.

Main Methods:

• A convergent mixed-methods study was conducted, integrating survey data from accredited physical therapist programs and interview data from faculty experienced with SWPD.
• A conceptual framework based on educational scholarship and disability theories guided the study.

Main Results:

• Institutions with recently updated technical standards (TS) were more likely to admit SWPD.
• Key academic factors for successful completion included private institution type, recently updated TS, and available faculty training on accommodations.
• Qualitative analysis revealed adaptable perspectives and multistakeholder collaboration as supports, while roadblocks and fixed mindsets were identified as barriers.

Conclusions:

• Findings offer actionable insights for physical therapist programs aiming to enhance disability diversity.
• Recommendations are provided for other health professional programs, future research, and practice.