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Occupational Therapy in Schools

By: Breeanna Wilkinson, OTAS

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What do we do?

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As OT practitioners we…

Support a student’s ability to participate in desired daily school activities or “occupations”.
Can support academic and non-academic occupations such as -

Reading/writing (literacy)
Math
Social skills
Behavior management
Participation in extracurricular activities
Self- help/regulation skills

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As well as:

Focus on the student’s strengths
Collaborate with staff to strive for inclusion and accessibility

i.e. universal design for learning - see right for flexible work spaces concept
Can include entire classroom in activities that are helpful to special needs kids

i.e. Zones of Regulation - see right for DIY example

Collaborate and work with parents, educators, administrators and other staff to share information that helps students succeed

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We can do this by…

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Providing Direct or Consult/Indirect services

Direct:

Individual students

In classroom - work on tasks teacher has provided with extra support
Pull-out - serve in separate setting for one-on-one support with minimal distractions

Sensory room, workroom space

Groups

In classroom - work on task teacher has planned providing extra support
Pull-out - see in another room for group OT related task

I.e. life skills group or social group

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Consult/Indirect

Check-ins with teachers and/or observe students to address current needs such as:

Sensory diet
Assistive technology
Strategies for participation

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Reducing barriers that limit student participation in the school environment

Examples

Giving a student a pair of noise cancelling ear muffs to wear in the classroom when they are overwhelmed by loud sounds
Adjusting desk/table heights to allow for wheelchair/walker/pacer accommodations and proper ergonomics for all students

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Reducing Barriers Continued

Creating a sensory diet that meets the child’s needs and allows them to focus and succeed in their learning
Providing services in the least restrictive environment possible
Implementing assistive technology
Movement breaks to increase focus/sensory regulation
Social skills
Organization
And many more!!

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Assistive Technology

Low tech options:

Pencil grips
Wiggle seats
Alternative writing tools
Fidgets
Icon cards
Adaptive paper i.e. textured, high contrast lines

High tech options

Computer software

Text-to-talk
Voice Typing
Word prediction

Communication devices

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Informing and collaborating with:

Parents

To communicate the focus of OT and suggestions for follow through at home and the importance of follow-through at home
To include them during IEP meetings and discussions about their child

Teachers

To offer modifications to support diverse learning abilities while meeting state learning standards
I.e. teaching Zones of Regulation in the classroom

Paraeducators

To support child success and promote safety within the school environment such as providing visual supports to children with autism

I.e. visual schedules, icon cards

Providing information about a student’s assistive technology, encouraging independence in classroom activities and while providing support to ensure success

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Administrators

To provide training/information for students, staff and parents
On topics such as:

Sensory needs and regulation
Motor planning as it relates to handwriting
School wide initiatives such as handwriting curriculums and self-regulation strategies.

Advocating on a student-by-student basis

Continued

Our own school website has many great resources!

- Click the link to see the OT home page

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Continued

And last but not least..

Students!

Facilitate independence in learning environments throughout the school (e.g., playgrounds, classrooms, lunchrooms, bathrooms); and optimize their performance through instruction for learning new and specific skills
During evaluations/check-ins, seek input from students to discover motivating factors

Social Skills

Academic skills

Activities of Daily Living

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How are our services determined?

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Determined through the IEP process

School based OT is available to students who qualify for special education - OT cannot be a stand-alone service per WI Department of Public Instruction (DPI) regulations

The student has to have services from one or more of the following in order to receive OT:

Special education teacher
Speech and Language
Adaptive Physical Education

OT collaborates with the special education team to identify a student’s annual goals and determine the services, supports, modifications, and accommodations that are required for the student to achieve those goals

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OT services are also provided through a 504 plan

To students with a documented disability who need accommodations to be successful but do not need specialized instruction (Special Education)

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How do we contribute to the IEP process?

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Help determine areas of disability

Occupational therapists complete evaluations in the areas of:

Overall development
Visual Motor
Fine Motor
Sensory
Adaptive skills
Social skills

to determine areas in which OT help the student gain independence in school activities.