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The focus of services is
on enabling effective school progress given the disability. When considering
and providing intervention, remember that the occupational therapist may work
with the student, teacher, parent, other team members (not just the student). They
all have information to share and need input when determining a student’s
occupational performance needs.
The child, parent and
teacher as clients is consistent with the Occupational Therapy Practice
Frameworks, and with IDEA which specifies that special education and related
services can be provided 3 ways:
1. To
the child
2. On
behalf of the child: to parents or teachers to help them to more effectively
work with the child
3. Through
program modifications or supports for school personnel that will be provided for
the child (i.e. specific training to teachers regarding a child can be counted
as IEP time.
RULES TO LIVE BY
~Involve the student,
teacher and parent~
~Address the right thing at the right time~
Consider what is most important to the student, teacher,
parent and what may potentially have the biggest impact on the student,
teacher, parent
~Try the easiest/simplest thing first~
Do everything you can to help the student now
~Individualize
interventions~
Avoid generic lists of
strategies or accommodations
~Try 1 or 2 things at a
time~
Assess effectiveness and modify, change or add
Intervention occurs:
At the environmental
level (change the context or environment)
Provide alternatives for overwhelming
environments
Change the lighting
Rearrange the classroom to reduce distractions
At the activity level
(change the task or materials)
Reduce
the steps/complexity/time needed to complete an activity
Change (increase or decrease) the sensory demands of an activity
Reduce amount of information presented on worksheets
At the client level
(change the student, teacher, parent)
Use
of a weighted vest
Improve fine motor skills
Educate teacher/parent on sensory defensiveness and sensory diet
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