1. SCHOOL BASED RELATED SERVICES

2. OCCUPATIONAL THERAPY

3. School-Based Occupational Therapy
What is School Based Occupational Therapy?
What is the purpose of OT in a School Setting?

4. Indicators of Eligibility
Task Behavior 
Pre-Handwriting/Handwriting 
Fine Motor 
Sensory Motor
Sensory Integration

5. Indications of Possible Sensory Deficits
VESTIBULAR 
TACTILE – Hyper-sensitivity (over sensitive to tactile experiences) 
TACTILE – Hypo-sensitivity (under sensitive to tactile experiences)
PROPRIOCEPTIVE 
VISUAL

6. Types of Sensory Integrative Activities
VESTIBULAR ACTIVITIES 
TACTILE ACTIVITIES 
PROPRIOCEPTIVE ACTIVITIES 
VISUAL ACTIVITIES

7. School 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.

8. 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)

9. Variety 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)

10. PHYSICAL THERAPY

11. 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.

12. School Environment Bus Classroom Hallway Bathroom Cafeteria Doors Gym
Stairs
Playground

13. 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

14. 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.

15. Physical Therapy Interventions in the School-Based Environment
therapeutic exercise
Balance, coordination, gait, and mobility training;
Aerobic endurance activities; strengthening exercises

16. 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

17. 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

18. Physical Therapy Interventions in the School-Based Environment
respiratory/rib cage exercises
Breathing strategies, positioning, movement, and
exercises to improve function

19. Physical Therapy Interventions in the School-Based Environment
manual therapy
Hands-on techniques for joint and soft tissue
mobilization

20. Physical Therapy Interventions in the School-Based Environment
motor learning in the outside environment
Ambulating on sidewalk

21. Physical Therapy Interventions in the School-Based Environment
compensation/ adaptation
Energy conservation techniques for the day or specific task

22. Physical Therapy Interventions in the School-Based Environment
preventing further disability
Education of student, family, and staff on specific helpful exercises or stretches

23. 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

24. References

25. TEACHER OF THE DEAF

26. Teacher 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.

27. 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

28. Two main types of services
Consultation
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

29. Direct Instruction
Assistance 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. 29

30. 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.

31. SPEECH-LANGUAGE

32. The Individuals With Disabilities Education Act (IDEA) Provides Speech-Language Services For: School-age children with communication disorders that adversely affect children’s educational performance

33. Good Communication Skills Lead to Successful:
• Speaking
• Thinking
• Reading
• Writing
• Learning

34. Poor Communication Skills Lead to Problems:
Understanding classroom instruction
Participating in classroom instruction
Developing and maintaining
relationships

35. SLPs Work With Children Who Have a Variety of Disabilities
• Language
Voice
Fluency or stuttering
Articulation
Swallowing , also
called dysphagia

36. 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

37. 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

38. SLPs Have Many Roles in Schools (continued)
Documentation of outcomes
Collaboration with teachers and other professionals
Advocacy for teaching practices
Participation in research projects

39. 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

40. SLPs Work With Children in a Variety 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

41. Signs of Communication Disorders (continued)
Problems understanding others and following directions
Doesn’t get along with others
Problems taking tests

42. How to Get Help
Meet with classroom teacher
Request a screening

43. Guidance Counseling

44. School-Based Counseling provides support to our students in areas such as:
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

45. SCHOOL PSYCHOLOGY

46. What do School Psychologists do?

47. Whatever it Takes!

48. 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.

49. 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.

50. 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