PT Grad’s Detours Lead to Diverse Experiences
PT alumnus Louis Buchman (left) makes connections with students like Easton Jordan (right). Buchman worked with Jordan for 90 minutes a day during a six-week summer program immediately following pandemic closures of schools in 2020. Jordan’s goals were to get more involved with sports like tennis. Said Buchman of this pic, “Easton thought it would be fun to wear matching pink shirts on the last day of school. I had the privilege of working with him daily.”
Louis Buchman is a 2018 graduate of the Physical Therapy (PT) program. His career path thus far has taken some unexpected detours, but he’s made a real difference in people’s lives.
What have you been doing since you left UB?
My first year after graduation I worked across multiple PT settings. I took per diem work in an outpatient PT clinic to jump start my career. Realizing I needed to supplement my workload, I connected through an agency and found part-time work as a school PT at BOCES’ Hewes Educational Center. That same year, I took additional work with schools and per diem work through Catholic Health Care. I was hired full time by BOCES in 2019.
What’s your job like?
I carry out and document PT session treatments for students ages 5 to 21 while addressing their Individualized Education Program (IEP) goals. I conduct official PT evaluations upon request, attend student meetings and coordinate with vendors for students’ adaptive equipment needs. I have 35 to 40 sessions weekly. Many of the students live with disabilities—from physical limitations to social-emotional disturbance. Diagnoses include autism, Down syndrome, spina bifida, paraplegia, cerebral palsy, and/or lingering deficits involving fetal alcohol syndrome, stroke at birth, seizure disorders or joint deformities.
The student education team (PT, OT, speech, nurse, teacher and lead supervisor) collaborate often. If PT needs are discussed, I conduct an evaluation and make recommendations. All formal decisions are inter-collaborative and include parent/guardian input.
Working in special education provides diverse experiences. I see five-year-olds with significant sensory needs, developing skills needed for play. I work with 20-year-olds on vocational skills as they near becoming functioning members of society. I work with medically complex students who require hands-on intervention for stretching, positioning and transfers.
Explain your continuing connection with UB.
I realized a need to address the lack of adaptive sport resources available for schools. A significant number of students are physically disabled and aren’t receiving the benefit of inclusive peer play. I reached out to [Rehabilitation Science Assistant Professor] Jeanne Langan who connected me with leaders at Greater Buffalo Adaptive Sports. Together, we created an adaptive sports day event.
Students were fitted to wheelchairs. Younger students experienced stations for basketball shooting, passing and wheelchair navigation through obstacle courses. Older students experienced a wheelchair basketball clinic with scrimmage games. The positive feedback received in post-event surveys from students and staff was enlightening.
I’m continuing to work alongside UB OT/PT professors to help foster future training for therapists, with a goal of promoting inclusive sport opportunities across Western New York.
What is most meaningful to you about your career?
I enjoy patient interaction and making a positive impact in people’s lives. Communication skills are key for success. In some settings, PTs are the lead. In school settings, therapists have a supporting role to the teacher. Having a support role allows more opportunity for collaboration and self-reflection. The flexibility of the profession is nice, having options to work across multiple settings.