Role of Occupational Therapy with Children and Youth in School-Based Practice

Occupational Therapy Practitioners promote functional abilities and engagement in daily routines....the occupation of life skills…

Areas of Occupation Work Leisure/Play Social Participation ADL/ IADL Education Used with permission from D. Woodyard

Under Part B of IDEA Services are provided through the IEP to promote academic success and social participation…

...to access, progress, and participate in the general curriculum in the least restrictive environment.

OT is designated as a related service under Part B of IDEA and is considered a pupil service under NCLB.

Definition of OT in Part B Regulation Occupational therapy (i) Means services provided by a qualified occupational therapist; and (ii) Includes (A) Improving, developing, or restoring functions impaired or lost through illness, injury, or deprivation; (B) Improving ability to perform tasks for independent functioning if functions are impaired or lost; and (C) Preventing, through early intervention, initial or further impairment or loss of function. (Pub. L )

Through collaboration, team-based, individualized goals are established to: promote school success reach outcomes…

…Outcomes are related to: Classroom skills Playground and sports participation Self-help skills Social participation Mobility Social-emotional learning Assistive technology needs Sensory regulation Prevocational and transition needs

In school-based practice, occupational therapy practitioners support all children, with or without disabilities, to fulfill their roles as students.

Through… Early Intervening Services: Response to Intervention Positive Behavior Supports

Early Intervening Services Provided when occupational therapy practitioners support students in general education before they are referred to special education.

Occupational Therapy in Action Examples of service or support that a school–based occupational therapist might offer include:

Evaluate the students strengths and abilities through observations, and other formal and informal methods Used with permission from Claudia Mielach

Promote independence & function Identify services and modifications necessary for the child to actively participate Used with permission from Jan Emerick Brothers

In the classroom Seating/positioning modifications Classroom management Handwriting Used with permission from Jan Emerick Brothers

On the playground Social participation skills Motor skills for engagement in activities Self-advocacy skills Copyright AOTA

In the lunchroom Promoting independence in self-feeding Developing peer relationships Organizing self and materials Used with permission from Kathy Adams

Safety Seating needs Evacuation procedures On the school bus Copyright AOTA

Through the hallways Geographical orientation Locker management Self-care in bathroom Copyright AOTA

Occupational therapy practitioners support all childrens ability to succeed throughout their daily routines in school.

Addressing sensory needs Self-regulation Tolerating sensory input Alerting/attending Copyright AOTA

Addressing social-emotional needs Managing and expressing emotions Turn-taking skills Impulse control Copyright AOTA

Offering transition plans and services Prevocational training Leisure activity analysis Community mobility Copyright AOTA

Providing supports through assistive technology Used with permission from Chris Ruggerio

Providing adaptations or modifications necessary for participation Used with permission from J. Schoonover

Occupational therapy practitioners work collaboratively with the team for school success of all students. Used with permission from J. Schoonover

How can we help you? Direct service Consultation Training and development

To learn more, contact the American Occupational Therapy Association AOTA (2682)