[en] Introduction. Despite the insufficient level of current evidence, this endorses the physiotherapist as a facilitator of the inclusion of students with special needs in the school environment. The existence and function of this professional is included in national regulations, while in Galician normative it is not mentioned. In addition, although no study has been found to characterize the situation at the national level, discrepancies are perceived both between the regulations and the execution of the service and between the scientific evidence and the performance of the physiotherapist in the school context. Objective. Describe the current situation of school based physiotherapy in Spain. Methodology. An observational, descriptive, and cross-sectional study was conducted. The instrument used was an online survey aimed at the group of physiotherapists working in the field of education. Their 81 items were divided into seven dimensions that characterized the following aspects: socio-demography, workplace, employment situation, physiotherapist, users, intervention and the situation of physiotherapy in the community. Results. We obtained 178 responses, from all communities in Spain. There were important differences among the autonomous regions in various aspects, such as the number of children approached, the temporary dedication of professionals to the school, the type of recruitment and administrative support, among others. We also found deficiencies in access to the service in rural as compared to urban areas. In addition, at the national level, the low use of the IFC and the predominance of individual and isolated interventions were stated. Conclusions. Working conditions are not adequate and the quality of service among the autonomous regions. In addition, this situation of geographical inequity negatively affects rural populations. On the other hand, the biomedical paradigm is still present within this professional group, which does not comply with the evidence and misses its full potential to increase student participation. Including physiotherapists in the educational guidance teams and establishing realistic ratios for the entire state should be recommended. This process should be accompanied by an in-depth analysis and reflection on their methodology of action.

[gl] Introdución. A pesar da escasa evidencia existente, esta avala ao/a fisioterapeuta coma un facilitador da inclusión do alumnado con necesidades especiais no contorno escolar. A existencia e función deste profesional queda recollida na normativa nacional, mentres que na galega non se menciona. Ademais, aínda que non se atopou ningún estudo que caracterice a situación a nivel nacional, percíbense discordancias, tanto entre a normativa e a execución do servizo coma entre a evidencia científica e a actuación do fisioterapeuta no contexto escolar. Obxectivo. Describir a situación actual da fisioterapia escolar en España. Metodoloxía. Realizouse un estudo observacional, descritivo e transversal. O instrumento empregado foi unha enquisa en liña dirixida ao colectivo de fisioterapeutas que traballan no eido educativo. Os 81 ítems que a compoñen dividíronse en sete dimensións que caracterizan os seguintes aspectos: socio-demografía, lugar de traballo, situación laboral, o propio fisioterapeuta, usuarios, intervención e a situación da fisioterapia na comunidade. Resultados. Obtivemos 178 respostas, procedentes de todas as comunidades do territorio español. Apareceron diferenzas importantes entre CCAA en aspectos diversos, coma na cantidade de nenos que se abordan, na dedicación temporal dos profesionais ao centro, no tipo de contratación e no apoio administrativo, entre outros. Tamén atopamos deficiencias no acceso ó servizo no ámbito rural con respecto ao urbano. Ademais, a nivel nacional destaca o escaso emprego da CIF e o predominio das intervencións individuais en espazos illados. Conclusións. As condicións laborais non son as axeitadas e a calidade do servizo varía entre as distintas CCAA. Ademais, a inequidade xeográfica esténdese ás poboacións rurais, afectadas negativamente en comparación cas urbanas. Por outra banda, o paradigma biomédico segue presente dentro deste colectivo, o que non concorda coa evidencia científica e desaproveita o seu potencial para o fomento da participación do alumnado. Sería recomendable incluír aos fisioterapeutas nos equipos de orientación educativa e establecer uns cocientes realistas para todo o estado. Este proceso debería acompañarse dunha profunda análise e reflexión sobre a súa metodoloxía de actuación.