Abstract

The changes that have happened in the last forty years concerning the concept of disability and the educational policies of attention to the diversity, along with the important and valuable contributions of neuroscience in relation to the motor control, push us towards a new model of intervention with children with disabilities in the school environment: a functional and participation-based model, developed in the natural environment of the child, focused on the school routines and the family. This new model demands significant changes in the profile of the school physical therapist that affect key aspects such as WHY, WHEN and with WHICH group of pupils it intervenes in the school area, in HOW to structure the intervention, and from WHERE it is going to act