Evolution of the Physiotherapist's Role in the School Environment in Latin America
DOI:
https://doi.org/10.24054/cie.v2i23.4586Keywords:
School physiotherapy, child development, Latin America, educational inclusion, educational environmentAbstract
Physical therapy in school settings has gained increasing relevance in Latin America due to shifting educational and social needs related to childhood development. Traditionally linked to clinical rehabilitation, the discipline is now recognized as a key component of educational environments, supporting health promotion, motor development, inclusion, and learning. This article presents a scoping review aiming to analyze the evolution of the physical therapist’s role within Latin American schools, highlighting contributions to children's well-being and identifying the professional challenges in achieving institutional recognition. A literature search was conducted across major databases between April and July 2025, using MeSH terms and Boolean operators. Studies with interventions conducted in school settings involving school-aged children were included. Studies with adult populations or unrelated to educational contexts were excluded. The data were qualitatively analyzed and assessed using the PEDro scale. Results indicate that physical therapists are increasingly involved in inclusion processes, motor development support, and school-based health promotion. However, regional scientific output remains limited. The findings underscore the need for expanded research to reinforce and legitimize the presence of physical therapy in Latin American schools.
Downloads
References
Alexander, J., Smith, P., & Brown, L. (2024). School-based physical therapy interventions in children: A systematic review. Pediatric Physical Therapy, 36(1), 25–37.
Amaya Córdoba, A. C. (2023). La importancia de la fisioterapia en el ámbito escolar. Movimiento Científico, 20(2), 45–52. https://doi.org/10.31910/revmovimientocientifico.v20.n2.2023.45
Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2016). Fine motor skills and executive function both contribute to kindergarten achievement. Child Development, 83(4), 1229–1244.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.
Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne, K., & Szabo-Reed, A. (2016). Physical activity, fitness, cognitive function, and academic achievement in children. Medicine & Science in Sports & Exercise, 48(6), 1197–1222.
Espinoza, M., & Torrico, C. (2013). Atención motriz y sensorial para desarrollar la motricidad fina en niños de 4 a 5 años. Revista Scielo Bolivia.
Fernández, I. H., & Mourelle, M. C. (2020). El fisioterapeuta en la escuela: el porqué del trabajo basado en rutinas y centrado en el entorno. Cuestiones de Fisioterapia, 49(2), 85–94.
García-González, M., Pérez-Rodríguez, V., & López, A. (2022). School physiotherapy and inclusive education: Current perspectives. European Journal of Physiotherapy, 24(3), 145–152.
Godoy Briceño, J., & Laborda Molla, C. (2023). Trabajo colaborativo entre maestras y fisioterapeutas en el contexto educativo chileno como elemento para la educación inclusiva. En busca de una educación crítica e inclusiva (pp. 1115–1133).
Hoyos-Quintero, Á. M., Sandoval, D., & Tovar, A. M. (2022). Rol del fisioterapeuta en el entorno escolar. Iatreia, 35(1), 67–75.
Matus, H. R., Elgueta, A. F., Torres, Á. B., Muñoz, M. O., & Santana, D. R. (2018). Valoración del rol profesional del fisioterapeuta en educación escolar: estudio descriptivo y correlacional. Fisioterapia, 40(2), 73–78.
Mora, L. T. O., Elejalde, L. P. D., Reyna, V. L., Valencia, L. M. F., & Ramírez, E. G. (2016). Procesos de inclusión escolar mediados por fisioterapia en niños de 0 a 16 años con discapacidad. Horizontes Pedagógicos, 18(1), 126–136.
Rodríguez-Uríbes, S. (2019). El fisioterapeuta en la escuela inclusiva desde un modelo de intervención funcional y de participación, centrado en las rutinas del aula y la familia. Cuestiones de Fisioterapia, 48(1).
UNESCO. (2020). Global education monitoring report: Inclusion and education. UNESCO Publishing.
UNICEF. (2021). Reimagining inclusive education in Latin America. UNICEF Regional Office.
World Health Organization. (2022). World report on disability and inclusive health. WHO.
World Physiotherapy. (2021). Policy statement: Physical therapy and inclusive education. World Physiotherapy.
Retamal, P., Fuentes, M., & Carrasco, D. (2018). Participación del fisioterapeuta en contextos escolares inclusivos en Chile. Revista Chilena de Rehabilitación, 17(2), 55–63.
Sánchez, L., & Rojas, M. (2021). Interdisciplinary approaches in school rehabilitation services. Revista Latinoamericana de Rehabilitación, 12(3), 89–97.
Palisano, R., Chiarello, L., Orlin, M., Oeffinger, D., & Polansky, M. (2012). Determinants of intensity of participation in leisure and recreational activities by youth with cerebral palsy. Archives of Physical Medicine and Rehabilitation, 92(9), 1468–1476.
King, G., Law, M., King, S., Rosenbaum, P., Kertoy, M., & Young, N. (2013). A conceptual model of the factors affecting recreation and leisure participation of children with disabilities. Physical & Occupational Therapy in Pediatrics, 23(1), 63–90.
Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academy Press.
WHO. (2022). Global report on health equity for persons with disabilities. World Health Organization.
UNESCO. (2021). Inclusive education and health promotion in schools. UNESCO Publishing.
Guralnick, M. J. (2017). Early intervention for children with intellectual disabilities: Current knowledge and future prospects. Journal of Applied Research in Intellectual Disabilities, 30(5), 899–910.
Coster, W., Law, M., Bedell, G., Khetani, M., Cousins, M., & Teplicky, R. (2012). Development of the participation and environment measure for children and youth. Archives of Physical Medicine and Rehabilitation, 93(5), 109–117.
Law, M., Anaby, D., Teplicky, R., Khetani, M., Coster, W., & Bedell, G. (2013). Participation in the home environment among children and youth with and without disabilities. British Journal of Occupational Therapy, 76(2), 58–66.
Rosenbaum, P., & Gorter, J. W. (2012). The “F-words” in childhood disability: I swear this is how we should think. Child: Care, Health and Development, 38(4), 457–463.
Novak, I., Morgan, C., Adde, L., Blackman, J., Boyd, R., Brunstrom-Hernandez, J., Cioni, G., Damiano, D., Darrah, J., Eliasson, A. C., & de Vries, L. (2017). Early, accurate diagnosis and early intervention in cerebral palsy. JAMA Pediatrics, 171(9), 897–907.
Da Silva, F. C., Arancibia, B. A. V., da Rosa Iop, R., Gutierres Filho, P. J. B., & da Silva, R. (2013). Escalas y listas de evaluación de la calidad de estudios científicos. Revista Cubana de Información en Ciencias de la Salud, 24(3), 295–312.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 CONOCIMIENTO, INVESTIGACIÓN Y EDUCACIÓN CIE
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
