In North Carolina, physical therapy services for handicapped students are integrated into school settings via a coordinated statewide effort. The model, headed by a physical therapy consultant, provides flexibility, supports an expanded role of therapists, emphasizes the team approach, and considers the physical therapist as a health professional. The approach uses evaluation conducted in natural settings, stresses functional application of therapy activities, and emphasizes ongoing motor training. The approach includes both direct services (screening, evaluation, individualized education program development, and direct therapy) and indirect services (management, monitoring, and consultation). The therapist can contribute to programmatic services in a variety of ways, including offering recommendations for student placement and special classroom equipment, recommending modifications and training regarding transportation, and consulting with physical educators. Administrative support for the multidisciplinary team approach is necessary to insure the program's success. (CL)