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Books on the topic 'Physical therapists Education Victoria'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

T, Wadsworth Carolyn, ed. Orthopedic review for physical therapists. St. Louis: Mosby, 1998.

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2

Handbook of teaching and learning for physical therapists. St. Louis, Mo: Elsevier/Butterworth-Heinemann, 2013.

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3

Diane, Plumridge, and Pacific Northwest Regional Genetics Group., eds. The Student with a genetic disorder: Educational implications for special education teachers and for physical therapists, occupational therapists, and speech pathologists. Springfield, Ill., U.S.A: Charles C. Thomas, 1993.

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4

Commonwealth & International Scientific Congress (10th 1994 University of Victoria). Access to active living: Proceedings for the 10th Commonwealth & International Scientific Congress, 10-14 August 1994, University of Victoria, Victoria, British Columbia, Canada = Accès à une vie active. [Victoria, B.C.]: The School, 1994.

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5

Paige, David. A day in the life of a sports therapist. Mahwah, N.J: Troll Associates, 1985.

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6

Randelzhofer, Albrecht. Ausbildungsreform und Bestandsschutz im Privatschulbereich: Rechtsgutachten zu [Paragraph] 10 des Entwurfs eines Gesetzes über die Berufe in der Massage und in der Krankengymnastik (Stand März 1989). Berlin: Duncker & Humblot, 1989.

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7

F.M.: The life of Frederick Matthias Alexander : founder of the Alexander technique. London: Little, Brown, 2004.

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8

Katharine, Shepard, and Jensen Gail M, eds. Handbook of teaching for physical therapists. Boston: Butterworth-Heinemann, 1997.

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9

Katherine, Shepard, and Jensen Gail M, eds. Handbook of teaching for physical therapists. 2nd ed. Boston: Butterworth-Heinemann, 2002.

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10

Prevalence and effectiveness of patient education in physical therapy practice. 1994.

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11

Prevalence and effectiveness of patient education in physical therapy practice. 1994.

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12

Prevalence and effectiveness of patient education in physical therapy practice. 1994.

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13

Wadsworth, Carolyn T., and Timothy S. Loth. Orthopedic Review for Physical Therapists. Mosby, 1997.

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14

Montgomery, Kate. Sports touch: The athletic ritual, therapists' addendum (Sports touch guide). Sports Touch, 1990.

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15

Plumridge, Diane M., and Robin Bennett. The Student With a Genetic Disorder: Educational Implications for Special Education Teachers and for Physical Therapists, Occupational Therapists, A. Charles C. Thomas Publisher, 1993.

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16

Goodwin-Johansson, Charity Ann. AN ASSESSMENT OF THE PSYCHOSOCIAL EDUCATIONAL NEEDS OF PHYSICAL THERAPISTS PRACTICING IN NURSING HOMES. 1992.

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17

McDonald, Bart. Debt-Free PT: A Guide for Physical Therapists - Eliminate Student Loans and Obtain Financial Freedom. McDonald Therapy, 2021.

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18

Sinclair, Lynne B. Physical therapy continuing professional education: An environmental scan and needs assessment. 2000.

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19

The Role of the physical therapist and occupational therapist in the school setting. [Portland, OR: Crippled Children's Division - University Affiliated Program, Child Development and Rehabilitation Center, Oregon Health Services University], 1987.

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20

Psychological and organizational factors related to burnout in athletic trainers. 1985.

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21

Capel, Susan. Psychological and organizational factors related to burnout in athletic trainers. 1985.

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22

A comparison of practitioners, faculty, and clinical instructors regarding competencies in corrective therapy. 1988.

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23

A comparison of practitioners, faculty, and clinical instructors regarding competencies in corrective therapy. 1985.

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24

A comparison of practitioners, faculty, and clinical instructors regarding competencies in corrective therapy. 1988.

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25

A comparison of practitioners, faculty, and clinical instructors regarding competencies in corrective therapy. 1988.

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26

The Student With a Genetic Disorder: Educational Implications for Special Education Teachers and for Physical Therapists, Occupational Therapists, and Speech Pathologists. Charles C Thomas Pub Ltd, 1993.

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27

Northern Mariana Islands. Office of the Public Auditor., ed. Public school system travel of former recreational therapist/adaptive physical education specialist: March 28 to October 30, 1995. Saipan, MP: The Office, 1999.

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28

(Editor), Ruth B. Purtilo, Gail M. Jensen (Editor), and Charlotte Brasic Royeen (Editor), eds. Educating For Moral Action: A Sourcebook In Health And Rehabilitation Ethics. F. A. Davis Company, 2005.

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29

Bloch, Michael. F.M.: The Life of Frederick Matthias - Founder of the Alexander Technique. Little, Brown Book Group Limited, 2011.

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30

Martin, Jeffrey J. Entering Sport. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0008.

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This chapter presents research that sheds light on the ways in which individuals with disabilities get their start in sport. Many people with acquired disabilities start disability sport as novices yet may have had experience in able-bodied sport before the disability. Children with congenital disabilities may start sport at a young age. However, many children with disabilities face a variety of barriers to sport participation. Opportunities for disabled children to learn about sport via school physical education and school-sponsored sports are much scarcer than for able-bodied children. A major challenge for all individuals with disabilities is that formal and informal opportunities are often limited or not widely advertised, or transportation is lacking. As a result, many athletes with disabilities are more reliant on socialization agents such as teammates, coaches, enlightened parents, medical doctors, and physical therapists. In particular, people associated with the medical profession are potentially more influential for athletes with disabilities than for able-bodied athletes, who may have limited contact with physical, occupational, recreational, or rehabilitation therapists.

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31

Hayes, Tommy. Music Therapy in the Context of the Special School. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.51.

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Music therapy in special education aims to address the learning goals for students with disabilities in group or individual sessions. Music therapy practice has a long history of service within special education, and has a developing evidence base to support the benefits of music therapy. This chapter describes how music therapy is included within a special school setting which provides education services to students with disabilities. Music therapists work alongside allied health and education professionals to assist students to achieve learning targets in areas of communication, social, emotional, cognitive, and physical development. Planning and evaluation are important in order to chart progress and adapt programmes to ensure they are optimizing outcomes for participants.

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