What is Occupational Therapy in the Educational Setting?

Occupational therapists and occupational therapy assistants are part of the education team within a school district.  The profession of occupational therapy is concerned with a person’s ability to participate in desired daily life activities or “occupations.”  In the schools, occupational therapists use their unique expertise to help children to be prepared for and perform important learning and school related activities and to fulfill their role as students.  In this setting, occupational therapists and occupational therapy assistants  support academic and non-academic outcomes including social skills, math, reading, writing, recess, participation in sports, self-help skills, prevocational/vocational participation and more, for children and students with disabilities, 3 to 21 years of age. They are particularly skilled in facilitating access to curricular and extra-curricular activities for all students through supports, design planning, and other methods.  Additionally, they play a critical role in training parents, other staff members, and caregivers regarding educating students with diverse learning needs.

 Occupational therapists and occupational therapy assistants bring specific knowledge and expertise to the education team to appropriately address student needs.  Occupational therapists and occupational therapy assistants know how to

 ·         observe a student engaging in an activity and provide strategies to facilitate the student’s full participation

·         reduce barriers that limit student participation within the school environment

·         utilize assistive technology to support student success

·         support the needs of students with significant challenges, such as by helping to determine methods for alternate assessment

·         help identify long-term goals for post-school outcomes

·         help plan relevant instructional activities for ongoing implementation in the classroom

 Occupational therapists and occupational therapy assistants work with a variety of individuals to address student needs.  Occupational therapists and occupational therapy assistants work with

 ·         students to improve their performance in a variety of learning environments (e.g., playgrounds, classrooms, lunchrooms, bathrooms)

·         parents to help them support their children’s learning and participation in school educators and other school support staff to plan and develop activities and environments that include all students

·         paraeducators to support child success and promote safety within the school environment (e.g., physical and behavioral assistance needs)

·         administrators to provide training for students, staff, and parents, as well as to recommend equipment for schools and ways to modify existing buildings and curriculum to allow access for all

 Occupational therapy services for students with special needs are determined through the IEP process.  School-based occupational therapy is available for students who are eligible for special education services.  Occupational therapists complete assessments and work with other members of the school-based team to help determine what is needed for a student to receive a free appropriate public education in the least restrictive environment. They collaborate with other members of the 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 these goals.  When the IEP team determines that occupational therapy is needed for a student in order to meet his or her annual goals, then occupational therapy should be included in the student’s IEP.

 Occupational therapists and occupational therapy assistants address student needs in other ways.  Occupational therapy practitioners and school districts across the country are finding innovative and creative ways to integrate occupational therapy expertise across educational environments.  This includes providing valuable services to meet the broader student and systemic needs beyond what is required under IDEA.  These services include occupational therapists participating in pre-referral activities to address student behavior and learning needs, curriculum and program development, and school health and safety; identifying assessment accommodations required under the No Child Left Behind mandates; and developing violence prevention programs and others.  Many schools utilize the occupational therapist’s knowledge and expertise to assist in developing curriculums such as handwriting and social skills.

 (From www.aota.org, check out this website for more information about occupational therapy)

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Fine Motor Activities – activities to utilize hand and finger muscles to improve the child’s ability to manipulate small objects

Pre-Writing and Handwriting Activities  – activities to promote and practice handwriting skills

Tactile Stimulating Activities - tactile perception is the ability to distinguish various objects through touch and pressure

Vestibular Stimulating Activities  - vestibular perception is the child’s perception of movement due to the inner ear being activated and the position of the head being changed.  These vestibular stimulating activities must be done with caution and calmly so as to prevent the child from falling or bumping head. Children who are non-verbal may not be able to tell you if they are hurting so be cautious

Proprioceptive Stimulating Activities – proprioception is kinesthetic or body awareness which provides information to the child from inside the body from the muscles, ligaments, and joints.  These are especially helpful for children who have low muscle tone and who are not able to be sure where their body is in space.  They are in need of heavy work activities, which involve heavy weight for the body to carry.

Motor Planning and Equilibrium Stimulating Activities  – motor planning is the child’s ability to organize, plan, and then execute new or unpracticed fine motor or gross motor activity; equilibrium is the child’s ability to maintain balance when shifting positions

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