特殊教育工作者與相關專業人員共同合作，是身心障礙學生特殊教育落實回歸主流與融合教育的必要方法。本報告為一個教育系統物理治療服務的9歲男童個案，其醫學診斷為重度四肢痙攣型腦性麻痺，主要就學問題為肢體障礙合併語言障礙。本個案在小學3年級下學期，物理治療師藉由訓練個案使用適當的行動輔具（步行訓練器），不僅完成或接近完成該學期相關的個別化教育計畫長期目標，也明顯增進該學生的身體功能、學校活動與學校情境參與。本個案報告說明物理治療及行動輔具在學校系統的應用與成效。

It is important for special educators to work closely with related professionals in a successful inclusive education. This case report presents a successful intervention from physical therapy service with the use of a mobility device, i.e. the gait trainer, for a student with severe disabilities. This student not only almost achieved three mobility-related long-term goals of one-semester individualized education plan, but also greatly improved his body function, activity and participation level in classroom and other non-classroom activities in school after receiving the intervention.