物理治療專業進入學校系統在臺灣至今已20年，為達成2030年臺灣物理治療願景，學校系統物理治療服 務應有省思和規劃。目前物理治療師面臨挑戰為:偏向服務重度肢體障礙學生，提供學生參與學校目標、間接 治療或諮詢服務模式仍不普遍，學校系統專職物理治療師不足，以及服務次數受限。未來聘專業團隊模式趨勢 下，物理治療師或學校教師均可能成為為團隊的主要服務提供者，也相互扮演專業支持的角色。國内外的實證 及最新的觀點指出，學校系統物理治療師的人才培育與傳統的專家學科知能（discipline-specific knowledge)培訓 有所不同。物理治療師宜掌握專業優勢能力，暸解臺灣各教育階段的學校系統生態及發展趨勢|強化服務輸送 過程中所需的成人諮詢、圑隊協力、協調合作策略及家庭/個人為中心等專業素養及執業能力，提供有效率和 有成果的服務，以提升特殊學生的生活參與。本文為此特刊之開端，隨刊將藉由不同的服務範例引領更多的專 業發展方向，以營造有國際觀及在地化的學校系統物理治療。

Physical therapy profession has been providing school-based services for over 20 years in Taiwan, lo achieve the proposed vision of physical therapy in Taiwan for 2030, reflection to the past and planning for the future are needed for school-based physical therapy services. Currently physical therapists face many challenges, including: focusing more on serving students with severe physical disabilities, providing students with goals pertain to school participation, indirect therapy or consultation arc still uncommon, insufficient full-time physical Therapists in school system, and limited rimes of services. In response to a future trend of trans-divsciplinary team model, physical therapists or teachers will be a primary service provider and they will support the other professionals in the team. Based on the domevSric and international evidence and current perspectives, the personnel preparation for school-based physical therapists should be differenc from traditional discipline-specific knowledge training. Physical therapists are encouraged to build on professional strength, to understand the ecology and developmental trend of the school system at each stage of education in Taiwan, and ro strengthen professionalism and practical competence needed in service delivery, including adult consultation, teaming, collaboration strategies and family/pcrson-ccnterediicss. Physical therapists provide efficient and effective sei-viccs to promote life participaiion of students with special needs, lliis article is the beginning of this special issue. Tlie following articles in rhis special issue will provide different service examples to guide more direcrions of professional development, and to develop school-based physical therapy profession that is localized but also incorporating international perspectives.