Background: Preliminary evidence showed that school-based therapeutic interventions as related services implemented by special educators under supervision of therapists proclaims effectiveness to prevent physical ailments in Cerebral Palsy children. Apparently,barriers addressed by special educators in delivering physiotherapy services hinder the progress of children in curricular & co-curricular activities. Assuming the barriers, special educators intercepted about substitutive technological therapeutic approach delineating content and module of novelty in terms of inclusive Telephysiotherapy (i-TelePT) to combat physical ailments in educational settings. Purpose: To develop content and structure of i-TelePT module for treatment and monitoring the physical impairments in children with brain disorder i.e C.P through focus group discussions. Method: Two FGDs (offline & online) were conducted with special educators. Inqualitative focus group study, a total of ten same special educators wereinvited for both face to face and online FGDs to gather an in-depth understanding of the rehabilitation needs of the children with CP in the inclusive educational settings using a semi-structured question sheet. The entire sessions of FGD were audiotaped in face to face and recorded via zoom app in online FGD and after that transcribed, coded and analyzed employing a thematic analysis model. Results: The FGDs highlights the dynamic implications of module development of Telephysiotherapy for CP children in educational settings and this system of technology seems to be more expressive towards fulfilling the need of children as well as special educators and even therapists who cannot regularly visit such children and deliver services. Conclusion: Undertaking evaluative work of Tele-physiotherapy reflects our pledge and enthusiasm to build a module for such Cerebral Palsy children in school settings pointing to both educational and therapeutic concerns.