1. Occupational Therapy in the Classroom
Presented By:
Occupational Therapy Department
Luzerne Intermediate Unit 18
Date: April 17, 2005

2. The Role of Occupational Therapy
Occupational therapists focus on an individual’s ability to perform functional tasks within the school setting improving the student’s ability to benefit from their education.

3. Areas of School Function
Mobility
ADL’s
School Routines
Written Communication
Play and Leisure
Pre-vocational Skills
Vocational Skills
Social Skills

4. Mobility Range of Motion Adaptive Equipment
Consultation to physical education teacher and regular education teacher
Home exercise program

5. Activities of Daily Living
Fine motor coordination skills such as buttoning, zipping and snapping
Donning/doffing coat
Tying shoes
Compensatory strategies

6. School Routines Adapt student schedule Building orientation
Self-monitoring program
Consultation with teachers

7. Pre-vocational Skills
Fine motor skills
Gross motor skills
Interests
Attention span
Ability to follow
directions
Physical limitations

8. Vocational Skills On-site evaluation and training
Adaptations as needed to perform
Recommendations for placement
Consultation with teachers, parents and community resources

9. Play and Leisure Gross motor skills Fine motor skills
Physical limitations
Adaptations to toys
Interest survey
Social skills

10. Social Skills Communication skills Attention span Physical limitations
Interests
Behavior
Functioning age level

11. Written Communication
Fine motor skills
Posture/positioning
Pencil grip
Special paper
Perceptual motor skills
Alternate methods of written work

12. Handwriting Performance Components
Body and spatial awareness
Laterality
Directionality
Visual Perception
Visual Motor Integration
Postural Stability/Control

13. Handwriting Performance Components (cont’d)
Proximal Stability
In-Hand Manipulation
Hand Strength
Motor Planning
Ocular Motor Control
Bilateral Integration
Eye-Hand Coordination

14. Pre-writing Skills
The mastery of handwriting requires development of pre-writing skills. Addressing these skills through activities, play, and instruction will help to build a strong foundation for handwriting. By the latter half of kindergarten, most normally developing students have acquired the following skills:

15. Pre-Writing Skills (con’t)
An established dominance for coloring, drawing, or using a fork.
The ability to cross the midline of the body.
A functional pencil grasp.
An understanding of directional terms and the ability to recognize similarities and differences in forms.

16. Pre-Writing Skills (con’t)
The ability to copy basic lines and shapes.
The ability to use two hands in an activity.
The ability to coordinate eyes and hands together.
The ability to maintain an adequate sitting posture.
Orientation to print.
If there are students that have not mastered or are struggling with these skills it is during kindergarten that there should be intervention.

17. Ergonomics of Handwriting
Ergonomics is the science of adapting the work space or work conditions in order for the worker to be successful. Factors that need to be taught and reinforced for handwriting include:

18. Writing Posture Comfortable/Upright Feet flat on the floor
Knees and hips at 90 degrees
Appropriate desk height
Chair and desk have to fit properly

19. Pencil Grip
Dynamic tripod grasp most commonly used by children and adults
Should be reinforced with most students
Difficult to alter after a child starts 2nd grade

20. Paper Position
Cursive-slant of 30 degrees to left for right-handers and 35 to 45 degrees to the right for left-handers
Masking tape on desk to mark the correct slant

21. Compensatory Strategies (con’t)
Have student work on an inclined surface(blackboard, easel or slant board)
Use a tongue depressor, popsicle stick or students finger for spacing of words
Use large graph paper
Turn lined paper sideways for columns for math problems

22. Compensatory Strategies (con’t)
Emphasize lines on paper by visual or tactile cues
Emphasize directional terms
Have student use a computer for assignments
Provide visual alphabet on desk for reference
Reduce the writing load
Allow student to give oral reports/demonstrations

23. Functional Handwriting Tasks
Complete address and telephone books
Address envelopes
Make and send cards
Fill out forms/applications
Label maps
Make shopping lists
Write a to-do list

24. Functional Handwriting Tasks (con’t)
Write recipe cards
Write thank-you notes
Work on crosswords
Send postcards/letters
Get a pen pal
Keep a diary or journal

25. Poor Handwriting Cycle

26. IMPORTANT !!!
Remember it will be very difficult if not impossible to change once an ineffective grip is established.
Early intervention is a must !!!

27. Web Resources Handwriting
The American Occupational Therapy Association, Inc. - Helping people of all ages develop skills for the job of living