school based related services 1 occupational therapy occupational therapy 2
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SCHOOL BASED RELATED SERVICES
SCHOOL BASED RELATED SERVICES
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OCCUPATIONALTHERAPY
OCCUPATIONALTHERAPY
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School-Based Occupational Therapy
School-Based Occupational Therapy
• What is School Based Occupational Therapy?
• What is the purpose of OT in a
School Setting?
• What is School Based Occupational Therapy?
• What is the purpose of OT in a
School Setting?
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Indicators of EligibilityIndicators of Eligibility
• Task Behavior • Pre-Handwriting/Handwriting • Fine Motor • Sensory Motor• Sensory Integration
• Task Behavior • Pre-Handwriting/Handwriting • Fine Motor • Sensory Motor• Sensory Integration
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Indications of Possible
Sensory Deficits
Indications of Possible
Sensory Deficits
• VESTIBULAR • TACTILE – Hyper-sensitivity (over
sensitive to tactile experiences) • TACTILE – Hypo-sensitivity (under
sensitive to tactile experiences)• PROPRIOCEPTIVE • VISUAL
• VESTIBULAR • TACTILE – Hyper-sensitivity (over
sensitive to tactile experiences) • TACTILE – Hypo-sensitivity (under
sensitive to tactile experiences)• PROPRIOCEPTIVE • VISUAL
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Types of Sensory Integrative Activities
Types of Sensory Integrative Activities
• VESTIBULAR ACTIVITIES • TACTILE ACTIVITIES • PROPRIOCEPTIVE ACTIVITIES • VISUAL ACTIVITIES
• VESTIBULAR ACTIVITIES • TACTILE ACTIVITIES • PROPRIOCEPTIVE ACTIVITIES • VISUAL ACTIVITIES
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School Based Disorders and Strategies for InterventionsSchool Based Disorders and Strategies for Interventions
Occupational Therapy in the school setting is defined as an intervention service to help the child achieve their educational goals.
Occupational Therapy in the school setting is defined as an intervention service to help the child achieve their educational goals.
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Primary difficulties seen in children in a school based setting
Primary difficulties seen in children in a school based setting
• Autistic Spectrum Disorder• Pervasive Developmental Disorder
(PDD)• Sensory Integration Deficits• General Developmental Delays• Other various genetic disabilities
and syndromes (cerebral palsy, muscular dystrophy)
• Autistic Spectrum Disorder• Pervasive Developmental Disorder
(PDD)• Sensory Integration Deficits• General Developmental Delays• Other various genetic disabilities
and syndromes (cerebral palsy, muscular dystrophy)
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Variety of strategies to help school aged children become functionalVariety of strategies to help school aged children become functional
• Fine Motor – eye-hand and arm skills
• Handwriting and pre-handwriting skills
• Visual Motor skills• Self-Help skills• Sensory Processing skills (as relates to
functional school based activities)
• Fine Motor – eye-hand and arm skills
• Handwriting and pre-handwriting skills
• Visual Motor skills• Self-Help skills• Sensory Processing skills (as relates to
functional school based activities)
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PHYSICALTHERAPYPHYSICALTHERAPY
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What is school-based Physical Therapy?
What is school-based Physical Therapy?
IDEA Part B defines physical therapy as, services provided by a qualified physical therapist. These RELATED services are implemented to optimize a child’s function and facilitate a child’s ability to benefit from their educational program.
IDEA Part B defines physical therapy as, services provided by a qualified physical therapist. These RELATED services are implemented to optimize a child’s function and facilitate a child’s ability to benefit from their educational program.
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School EnvironmentSchool Environment
• Bus• Classroom• Hallway• Bathroom • Cafeteria• Doors• Gym• Stairs• Playground
• Bus• Classroom• Hallway• Bathroom • Cafeteria• Doors• Gym• Stairs• Playground
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Considerations for Physical Therapy
Qualifications Considerations for Physical Therapy
Qualifications • Impact of clinical findings on student’s safety
and function in school– Decreased sitting balance
• Stability of student’s condition in relation to function in school
– Seizure disorder• Severity of student’s current condition
– Ability to communicate pain or discomfort • Developmental expectations in relation to
function in school– Based on current research in child’s
disability
• Impact of clinical findings on student’s safety and function in school
– Decreased sitting balance • Stability of student’s condition in relation to
function in school– Seizure disorder
• Severity of student’s current condition– Ability to communicate pain or discomfort
• Developmental expectations in relation to function in school
– Based on current research in child’s disability
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Considerations for Physical Therapy Qualifications
Considerations for Physical Therapy Qualifications
• Priorities of student, parents, staff– Child may lose interest in gross motor activities,
skills may plateau
• Current abilities and needs of child in relation to function in the school environment
– Help or hinder child’s achievements in educational program (less is more?)
• Physical environment in relation to student’s function
– Need to negotiate stairs, distance between classes, mobility within classroom, etc.
• Priorities of student, parents, staff– Child may lose interest in gross motor activities,
skills may plateau
• Current abilities and needs of child in relation to function in the school environment
– Help or hinder child’s achievements in educational program (less is more?)
• Physical environment in relation to student’s function
– Need to negotiate stairs, distance between classes, mobility within classroom, etc.
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Physical Therapy Interventions in the School-Based Environment
Physical Therapy Interventions in the School-Based Environment
therapeutic exercise• Balance, coordination, gait, and mobility
training;• Aerobic endurance activities; strengthening
exercises
therapeutic exercise• Balance, coordination, gait, and mobility
training;• Aerobic endurance activities; strengthening
exercises
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Physical Therapy Interventions in the School-Based Environment
Physical Therapy Interventions in the School-Based Environment
functional training in school
activities
• Up and down the stairs, getting up and down
from chair, negotiating playground equipment
functional training in school
activities
• Up and down the stairs, getting up and down
from chair, negotiating playground equipment
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Physical Therapy Interventions in the School-Based Environment
Physical Therapy Interventions in the School-Based Environment
prescription, training and use of adaptive equipment
• Assistive devices: crutches, canes, walkers, wheelchairs• Power devices: motorized wheelchairs• Adaptive devices: seating systems, raised toilet seats, grab
bars; supine, prone, or dynamic standers• Orthotic devices: braces, shoe inserts• Protective devices: cushions, helmets• Supportive devices: compression garments, collars
prescription, training and use of adaptive equipment
• Assistive devices: crutches, canes, walkers, wheelchairs• Power devices: motorized wheelchairs• Adaptive devices: seating systems, raised toilet seats, grab
bars; supine, prone, or dynamic standers• Orthotic devices: braces, shoe inserts• Protective devices: cushions, helmets• Supportive devices: compression garments, collars
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Physical Therapy Interventions in the School-Based Environment
Physical Therapy Interventions in the School-Based Environment
respiratory/rib cage exercises
• Breathing strategies, positioning, movement, and
exercises to improve function
respiratory/rib cage exercises
• Breathing strategies, positioning, movement, and
exercises to improve function
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Physical Therapy Interventions in the School-Based Environment
Physical Therapy Interventions in the School-Based Environment
manual therapy
• Hands-on techniques for joint and soft tissue
mobilization
manual therapy
• Hands-on techniques for joint and soft tissue
mobilization
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Physical Therapy Interventions in the School-Based Environment
Physical Therapy Interventions in the School-Based Environment
motor learning in the outside environment
• Ambulating on sidewalk
motor learning in the outside environment
• Ambulating on sidewalk
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Physical Therapy Interventions in the School-Based Environment
Physical Therapy Interventions in the School-Based Environment
compensation/ adaptation
• Energy conservation techniques for the day or specific task
compensation/ adaptation
• Energy conservation techniques for the day or specific task
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Physical Therapy Interventions in the School-Based Environment
Physical Therapy Interventions in the School-Based Environment
preventing further disability
• Education of student, family, and staff on specific helpful exercises or stretches
preventing further disability
• Education of student, family, and staff on specific helpful exercises or stretches
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Physical Therapy Interventions in the School-Based Environment
Physical Therapy Interventions in the School-Based Environment
promoting health
• The education of a student, family, and staff in the impact of daily routines on a student’s ability to be successful in educational program. For example: nutrition and sleep
promoting health
• The education of a student, family, and staff in the impact of daily routines on a student’s ability to be successful in educational program. For example: nutrition and sleep
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ReferencesReferences
http://www.pediatricapta.org/consumer-patient-information/pdfs/09%20ABCs%20of%20Ped%20PT.pdf
http://www.pediatricapta.org/consumer-patient-information/pdfs/Evidence-based%20Practice%20Fact%20Sheet.pdf
www.apta.org
http://dpi.wi.gov/sped/pdf/ot-pt-guide-2nd-edition.pdf
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/PTGuidelines.pdf
http://www.pediatricapta.org/consumer-patient-information/pdfs/09%20ABCs%20of%20Ped%20PT.pdf
http://www.pediatricapta.org/consumer-patient-information/pdfs/Evidence-based%20Practice%20Fact%20Sheet.pdf
www.apta.org
http://dpi.wi.gov/sped/pdf/ot-pt-guide-2nd-edition.pdf
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/PTGuidelines.pdf
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TEACHER OF THE DEAF
TEACHER OF THE DEAF
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Teacher of the DeafTeacher of the Deaf
A qualified teacher with the skills and knowledge required to provide quality teaching to students that are deaf/hard of hearing in the general education classroom.
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Educate and train staff regarding hearing loss, modifications and accommodations.
Use of equipment (personal FM and soundfield system)• Importance• Function• Care• Daily check on hearing aids/cochlear implants
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Two main types of servicesConsultation
– Provide information to staff – Instructional techniques to use– Ways to improve noise ratios in the classroom– Providing information to the student’s classmates on
hearing loss or devices– Participation in IEP– Observation of the student in class and other school
environments– Helping the student to advocate for his/her needs within
the school/environment– Monitor hearing aid/cochlear implants, both visually and
listening to them– Assist in the appropriate placement of students– Meet regularly with general education teacher to discuss
areas of concern and to ensure communication is effective
Two main types of servicesConsultation
– Provide information to staff – Instructional techniques to use– Ways to improve noise ratios in the classroom– Providing information to the student’s classmates on
hearing loss or devices– Participation in IEP– Observation of the student in class and other school
environments– Helping the student to advocate for his/her needs within
the school/environment– Monitor hearing aid/cochlear implants, both visually and
listening to them– Assist in the appropriate placement of students– Meet regularly with general education teacher to discuss
areas of concern and to ensure communication is effective28
Direct InstructionAssistance with language and auditory skills are provided within
the classroom environment or the student is pulled out into a quiet
environment.
Daily, weekly consult
Instruction in the use and care of hearing aids, cochlear implants and FM systems
Individual instruction in and out of the regular classroom
Language development
Auditory training
Social and emotional support.
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Working with students who are deaf/hard of hearing requires a team approach to determine the individual needs and to develop an appropriate educational plan.
The ultimate goal is teaching the students to self advocate and to become independent learners.
Working with students who are deaf/hard of hearing requires a team approach to determine the individual needs and to develop an appropriate educational plan.
The ultimate goal is teaching the students to self advocate and to become independent learners.
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SPEECH-LANGUAGE SPEECH-LANGUAGE
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The Individuals With DisabilitiesEducation Act (IDEA) ProvidesSpeech-Language Services For:
School-age children withcommunication disorders that adverselyaffect children’s educational performance
The Individuals With DisabilitiesEducation Act (IDEA) ProvidesSpeech-Language Services For:
School-age children withcommunication disorders that adverselyaffect children’s educational performance
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Good Communication SkillsLead to Successful:
Good Communication SkillsLead to Successful:
• Speaking• Thinking• Reading• Writing• Learning
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Poor Communication SkillsLead to Problems:Poor Communication SkillsLead to Problems:
• Understanding classroom instruction
• Participating in classroom instruction
• Developing and maintaining relationships
• Understanding classroom instruction
• Participating in classroom instruction
• Developing and maintaining relationships
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SLPs Work With Children Who Have a Variety of DisabilitiesSLPs Work With Children Who Have a Variety of Disabilities
• Language• Voice• Fluency or stuttering• Articulation• Swallowing , also
called dysphagia
• Language• Voice• Fluency or stuttering• Articulation• Swallowing , also
called dysphagia
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Language Disabilities Include:Language Disabilities Include:
• Slow development of vocabulary, concepts or grammar
• Inability to use different communication styles for different situations
• Poor building blocks of understanding/expressing ideas, social development, learning, reading, and
writing
• Slow development of vocabulary, concepts or grammar
• Inability to use different communication styles for different situations
• Poor building blocks of understanding/expressing ideas, social development, learning, reading, and
writing
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SLPs Have Many Roles in Schools
SLPs Have Many Roles in Schools
• Prevention of communication disorders• Identification of students at risk for later
problems• Assessment of students’ communication
skills• Evaluation of the results of
comprehensive assessments• Development and implementation of IEPs
• Prevention of communication disorders• Identification of students at risk for later
problems• Assessment of students’ communication
skills• Evaluation of the results of
comprehensive assessments• Development and implementation of IEPs
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SLPs Have Many Roles in Schools(continued)
SLPs Have Many Roles in Schools(continued)
• Documentation of outcomes• Collaboration with teachers and
other professionals• Advocacy for teaching practices• Participation in research projects
• Documentation of outcomes• Collaboration with teachers and
other professionals• Advocacy for teaching practices• Participation in research projects
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SLPs Work With Children in a Variety of Ways
SLPs Work With Children in a Variety of Ways
• Combine communication goals with academic and social goals• Integrate classroom objectives• Help students understand and use basic language concepts• Support reading and writing• Increase students’ understanding of texts and lessons
• Combine communication goals with academic and social goals• Integrate classroom objectives• Help students understand and use basic language concepts• Support reading and writing• Increase students’ understanding of texts and lessons
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SLPs Work With Children in aVariety of Ways (continued)
SLPs Work With Children in aVariety of Ways (continued)
• Services can vary depending on students’ needs• Monitoring or periodic screening• Collaborating and consulting• Classroom based services• Small group or individual sessions• Speech classrooms
• Services can vary depending on students’ needs• Monitoring or periodic screening• Collaborating and consulting• Classroom based services• Small group or individual sessions• Speech classrooms
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Signs of Communication Disorders (continued)
Signs of Communication Disorders (continued)
• Problems understanding others and following directions
• Doesn’t get along with others• Problems taking tests
• Problems understanding others and following directions
• Doesn’t get along with others• Problems taking tests
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How to Get HelpHow to Get Help
• Meet with classroom teacher• Request a screening
• Meet with classroom teacher• Request a screening
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Guidance CounselingGuidance Counseling
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School-Based Counseling provides support to our students in areas such
as:
School-Based Counseling provides support to our students in areas such
as:
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• Friendship/Social Skill• Enhancing Self-Esteem• Changing Families (Loss/Divorce)• Managing Anger and Stress• Coping and Anxiety• School Performance• Responsibility and Making Good Choices
Counseling services are offered through individual sessions and/or small groups
SCHOOLPSYCHOLOGY
SCHOOLPSYCHOLOGY
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What do School Psychologists
do?
What do School Psychologists
do?
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Whatever it Takes!
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Work With Students to:Work With Students to:
• provide counseling, instruction, and mentoring for those struggling with social, emotional, and behavioral problems
• increase achievement by assessing barriers to learning and determining the best instructional strategies to improve learning
• promote wellness and resilience by reinforcing communication and social skills, problem solving, anger management, self-regulation, self-determination, and optimism
• enhance understanding and acceptance of diverse cultures and backgrounds.
• provide counseling, instruction, and mentoring for those struggling with social, emotional, and behavioral problems
• increase achievement by assessing barriers to learning and determining the best instructional strategies to improve learning
• promote wellness and resilience by reinforcing communication and social skills, problem solving, anger management, self-regulation, self-determination, and optimism
• enhance understanding and acceptance of diverse cultures and backgrounds.
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Work With Students and Their Families to:Work With Students and Their Families to:
• identify and address learning and behavior problems that interfere with school success
• evaluate eligibility for special education services (within a multidisciplinary team)
• support students' social, emotional, and behavioral health
• teach parenting skills and enhance home–school collaboration
• make referrals and help coordinate community support services.
• identify and address learning and behavior problems that interfere with school success
• evaluate eligibility for special education services (within a multidisciplinary team)
• support students' social, emotional, and behavioral health
• teach parenting skills and enhance home–school collaboration
• make referrals and help coordinate community support services.
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Work With Teachers to:Work With Teachers to:
• Identify and resolve academic barriers to learning
• Design and implement student progress monitoring systems
• Design and implement academic and behavioral interventions
• Support effective individualized instruction • Create positive classroom environments • Motivate all students to engage in learning
• Identify and resolve academic barriers to learning
• Design and implement student progress monitoring systems
• Design and implement academic and behavioral interventions
• Support effective individualized instruction • Create positive classroom environments • Motivate all students to engage in learning
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