Occupational therapists (OTs) work in schools to help students participate in academic and non-academic activities. OTs use strategies to improve students' motor, sensory, self-care, and social skills so they can learn. Federal law requires OT services for students with disabilities. OTs evaluate students, recommend adaptations and equipment, and train staff on supporting students' diverse needs. OTs collaborate with teachers to implement strategies like proper seating, movement breaks, handwriting techniques, and assistive technology to help students succeed.

1. Occupational Therapy What is OT and how can it help you and your students???

2. Definition Occupational therapists are part of the education team within a school district. The profession of OT is concerned with a person’s ability to participate in desired daily life activities or “occupations.” In schools, OT’s use their unique expertise to help children to be prepared for and perform important learning and school-related activities to fulfill their role as students.

3. Continued OT’s support academic and non-academic outcomes including social skills, math, reading, writing, recess, participation in sports, self-help skills, prevocational/ vocational participation and more.

4. It’s the Law In 1975, following the enactment of legislation known as the Education for All Handicapped Children Act (PL 94-142), thousands of occupational therapists were employed by public schools to provide therapeutic services (known as related services) to enable children with disabilities to participate in regular school settings.

5. IDEA & NCLB Individuals with Disabilities Education Act Continues to Require OT’s in the School Environment No Child Left Behind OT’s help meet the requirements of NCLB

6. School-Based Setting Services typically include: Customized treatment programs to improve students’ ability to perform daily activities Comprehensive school evaluations and adaptation recommendations

7. Continued Performance skills assessments and treatment Adaptive equipment recommendations and usage training for IEP and non-IEP students Guidance to staff members, family members and other caregivers regarding educating students with diverse learning abilities

8. Eligibility Criteria 3-21 years old Must qualify for special education services as defined by state guidelines Must first have interventions Next, a referral for a comprehensive evaluation if necessary Comprehensive evaluation will be conducted in all areas of concern and the team will determine services needed

9. Support Service OT is a support or related service on and IEP meaning a student must have another service ie. written expression, behavior, etc. in which an OT then supports that service and the overall education of the student

10. IEP Student must have an IEP to have OT services, however an OT may provide interventions to non-IEP students when parental consent is given OT supports the student goals and does not have “OT Goals” Direct and Consult services available Goal is for student to no longer need services due to greater success and independence

11. OT Role Support students education overall Expertise in the following Visual-Motor skills Visual-Perceptual skills Sensory-Motor skills Self-Care skills Pre-vocational/Vocational skills Adaptive Tools & Technology Social Skills/Mental Health

12. Why OT’s need Teachers We can’t do it without you!!! Implement strategies and adaptations on a daily basis See what is working and what is not working in a classroom setting Increasing awareness of special needs with students Identifying students with needs and trying interventions

13. Seat & Desk Positioning 90/90/90 (see previous OT/PT Moment on Blog for specifics) Group students by size Feet on floor, or supported in some way Traditional-students sitting in chair Alternatives-students sitting in chair with cushion, feet up on support, etc. Ball Chair-students sitting on ball for seat

14. Writing and Cutting Handwriting Without Tears terminology Chicken wings, get them in!!!! Make sure children are sitting up with nice posture to prevent shoulder blades from “sticking out.” Pencil grip (try short pencils and crayons) and scissor grip Support, or “helper” hands Spacing Reversals

15. Continued Paper Selection-Some children may need another option such as highlighted, raised line, grid, etc. to encourage better handwriting. Handwriting Without Tears Cursive-Please Wait Hand Games & Warm Ups-gets our hands/fingers ready for writing

16. Technology Classroom computer Desktop word processors Writing and Reading Software Talk to SPED teacher and your OT about options

17. Upper body development and control Prone (on the belly) activities support shoulder stability necessary for writing. Vertical surface activities ie. writing at the board, paper on easel, etc. Superman and giraffe/rocking puppy activities also encourage strength and coordination.

18. Indoor Recess Use this time to help students develop physically and to get their sensory needs met so they can learn. Reflex Integration Activities-See your bldg. OT/PT for more info. Brain Gym Activities-See your bldg. OT/PT for more info.

19. Give Them A Break Kids can’t sit still for extended time and keep their attention at an optimal level K-2 10-15 minutes (less in the beginning of the year) and 3-5 20-30 min Get up and move, stretch, and breath Involve the students, designate a leader for these quick breaks See your bldg. OT for ideas on movement activities.

20. Sensory Processing It effects everything from writing to social interactions. Please attend the next sensory workshop… date to be determined.

21. Thank You!!! Thanks for all you do!!!!!

22. References www.wikipedia.com www.aota.org