Abstract
In this manuscript, we present a theoretical model of the impact factors that can affect school performance for students with physical disabilities. The model proposes that students’ performance is affected by biological or inherent characteristics, home and community factors, and instructional factors. These factors are further impacted by systemic educational barriers. We provide a diagram and description of the overall model as well as an expanded diagram and description of each type of impact. Our purpose for presenting the model is to raise awareness for educational teams regarding the complex needs of students with physical disabilities in order to inform educational planning.
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