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WHAT SKILLS ARE ADRESSED BY OT? WHO CAN YOU CONTACT? Please feel free to contact the Occupational Therapist in your school APRIL IS with further discussion and/or OT questions. Functional fine motor skills or the MONTH ability to use the hands and OT’s name fingers to perform small motor OT’s email or contact info tasks needed in the classroom Occupational Therapy setting. This may include manipulating writing utensils, toys, using two hands in a coordinated manner to string beads, cutting a piece of paper, or manipulating clothing fasteners. Check out these sites… great ideas for the classroom! Desk posture www.braingym.org www.peschooleducation.com Sensory processing skills that www.atozteacherstuff.com allow a child to attend and www.handwritinghelpforkids.com participate fully in classroom activities. Environmental adaptations or adaptive equipment to enable a student to be independent in the school setting. ITS ROLE IN THE Self-care skills such as eating, Educational SettinG dressing, toileting. WHAT IS OCCUPATIONAL THERAPY? Pediatric/Educational Occupational The goal of educational-based HOW ARE OT SERVICES Therapy (OT) focuses on the primary therapy services is to help a child PROVIDED IN THE activities of children in their everyday benefit from his/her educational SCHOOL SETTING? lives, such as eating, dressing, hygiene, program. DIRECT and learning while at play and school. Therapy is provided one on one with the student or in a group setting. May involve “pull-out” from the classroom or occur within the classroom. Checking several of the concerns INTEGRATIVE listed below may indicated need for May not require student to be “pulled an occupational therapy evaluation out” of the classroom. WHY SHOULD I CONSIDER OT FOR Provides the student’s teachers with MY STUDENTS? in the school setting: strategies and adaptations Poor desk posture (slumps, head too close to Can also provide various forms of work, other hand does not assist). Occupational Therapy services are “hands-on” in class group activities. Difficulty or avoidance of drawing, coloring, Less restrictive than the DIRECT model provided as a RELATED SERVICE copying, cutting. under Part B of the Individual with Poor/awkward pencil grasp. CONSULT Disabilities Education Act (IDEA) to Writing is light or too dark, breaks pencil often Instruction on student-specific enable students to access and while writing. therapeutic activities, participate fully in their educational Fatigues quickly during writing tasks. materials, and/or adaptations is provided by the OT to program. This means that OT’s Difficulty with putting coat on/off, buttoning, school staff. tying, zippers. support the child’s educational Therapists, teacher, and Pulls away from light touch, has trouble keeping team, including special educators, hands to self, or learns through touching things. parents collaborate and through working directly with the Poor balance in class or outside during play at discuss the child’s needs child or through consulting to recess. based on the educational setting. teachers. Therapy in school does Appears to be in constant need of motion, cannot sit still, and has difficulty remaining on not necessarily focus on the child’s task to complete school assignments. underlying medical problem. Reverses words or letters (after first grade), inconsistent letter sizing, or can not write on a line. Difficulty copying from board or keeping place while reading and/or writing. Each child is unique and different WHO SHOULD BE REFERRED? and the type of service provided is based on the individual needs.
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