OT in the Schools (Week 8) Flashcards
(46 cards)
1
Q
What makes school-base OT unique?
A
- practice in schools is influenced by educational model
- models of service delivery
- composition of teams
- extent of consultation and collaboration
- prevalence of group interventions
- integration within the public school system
- Opportunity to define OTs role (good time to advocate for OT!)
2
Q
What are unique skills you need for entry-level competency in the schools?
A
- interpersonal skills
- well-informed of coursework and educational continuum
- Assistive tech
- Knowledge of UE functioning
- Knowledge of developmental milestones
- Grade level milestones
3
Q
1975 Education of All Handicapped Children Act (EHA)
A
- Federal legislation mandating inclusion of children with disabilities into public ed.
- over 1 million children allowed access to FAPE in the LRE
- OTs included as “related service” in special education process
4
Q
FAPE
A
Free and Appropriate Public Education
- Every child deserve a free education that is appropriate for their needs
5
Q
LRE
A
Least Restrictive Environment
- Education should be provided in the least restrictive environment; an environment that allows the child to be successful (general ed; some general ed and some special ed; some below average classes, etc)
6
Q
1986 EHA Amendments
A
- Preschool and EI added to legislation and service provision
- Head Start, EI, IFSP
7
Q
1990 Individuals with Disabilities Education Act (IDEA)
A
- Rename of original EHA
8
Q
1991 IDEA Amendments
A
- Expanded related services to include AT services and transition support
- Transportation support as well– riding on the bus; making accessible
9
Q
1995 IDEA
A
- School Mental Health Centers established
10
Q
1997 IDEA Amendments
A
- Placed emphasis on delivery of related services in the general education classroom.
- Encouraged related services to relate directly to child’s general education.
- Requires students with disabilities to participate in state and district assessments.
11
Q
2001 No Child Left Behind (NCLB)
A
- Primarily an general education law.
- Emphasizes student learning outcomes.
- Every child receives same education– based on standardized tests
12
Q
2004 IDEA Improvement Act
A
- Preventative services through early intervening.
- Focus on preparing students for further education, employment and independent living – postsecondary success.
13
Q
What occupations are engaged in at school?
A
ADL, IADL, Rest and Sleep, Education, Work, Play, Leisure, Social Participation
14
Q
How is a child identified for Special Ed. evals?
A
- Child find
- Any adult may refer (parent, teacher, etc
- And OT will be asked to access the child if the special education team feels it is needed
15
Q
Child find
A
- system that locates, identifies, and evaluates all children with disabilities (doctor referals if you know someone from treatment)
16
Q
Types of Special education programs
A
- IEP (individual plan)
- 504 Plan (individual plan)
- Early intervening services (EIS; Group or individual plans)
- Response to intervention (RtI; Group or individual plans; looks at kids who would benefit from services to prevent needing services later in life)
17
Q
IEP
A
- ex: OT, resource/special ed teacher, SLP; goals; tx plan; acommodations; resources
18
Q
504 Plan
A
- less formal than IEP
- when kids don’t meet criteria for IEP
- Ex: need a seperate room for testing, feeder at lunch, access to playground with w/c; typically no treatment
19
Q
Special education process for IEP
A
- SpEd referral
- Use the eval the school uses for comprehensive eval (OT, SLP, psych, SpEd)
- then determine eligibility based on scores
- write our (OT) section of the IEP
- meeting with everyone on the IEP to determine eligible or not eligible
20
Q
OT Role in Special Edu. Process
A
- IDEA mandates that school personnel evaluate all areas of suspected disability
- Eval must be completed within 60 days of parental consent
- Relevant academic, functional and development data is gathered (assessments and/or skilled obs)
- Top-down or occupation based assessment is considered best practice
- Use of assessment tool is not required
21
Q
Eligibility for Special Edu. (disability within these disability categories)
A
Mental retardation Hearing impairment Speech/language impairment Visual impairment Serious emotional disturbance Orthopedic impairment Autism Traumatic brain injury Another health impairment Specific learning disability Deaf-blindness Multiple disability IF age 3-9 years, has a significant developmental delay as determined by appropriate diagnostic testing for physical, cognitive, communication, social/emotional or adaptive development. OR child needs SpEd services
22
Q
Eligibility for OT as related services
A
- Once made eligible for special education, the team determines eligibility for OT.
- Evaluation results, student education program and annual goals are all considered in
determining necessity for OT. - Children deemed ineligible for OT services under IEP may qualify based on 504.
23
Q
OT Role in Documentation
A
- Student education plan and goals are written collaboratively as a team.
- OT support must be educationally relevant to student academic participation and progress.
- OT will support educational goals but will not have profession-specific goals.
- Not profession specific goals! Everyone needs to be working toward goal
24
Q
What OT services are appropriate in school?
A
Once deemed educationally relevant, OT proposes how to provide services in the school.
25
Direct services
- Direct services are applied directly to the child.
26
Indirect services
- Indirect services may be programmatic or involve consultation or other methods
not direct to the child– we check in. We are not directly involved; paraprofessional; teacher education
27
In the school setting, who is the client?
- Child, teachers, and other educational support staff
28
Services may focus on...
- restoration or adaptation of skills or health promotion and prevention
29
Handwriting and Literacy
- Supporting handwriting within the context of early literacy experiences improves both writing skills and literacy.
- Functional writing, including both the form of writing and content of writing, takes a lifetime to master.
- Writing and reading skills tend to develop in tandem.
30
Handwriting eval and intervention should be multifaceted, looking at the following...
- Motor skills
- Processing skills
- Language skills
- Exposure to writing and literacy
- Culture of the classroom
- Contextual influences
- Environmental set-up
- Expectations of the teacher and family
- Availability of alternate methods for written expression
31
Handwriting intervention should/could be...
- Whole class vs individual intervention
- Consistent with school literacy standards
- Generalizable across contexts
32
Handwriting intervention should show measurable performance changes via...
- Domains of writing
- Legibility
- Writing speed
- Ergonomic factors
- Ex goals: Johnny will create words on spelling test that is within the top and bottom line; Johnny will write name in 9 minutes; will use stamp to put name on paper
33
IEP Team
- Required: Child’s parent or guardian, One regular education teacher of the child, One special education teacher of the child, One special education provider
- When appropriate: Public agency representative,. Interpreter/advocate, Related service personnel, The student
34
OT as a related service on an IEP
- OT may or may not be part of the initial IEP evaluation.
- OT can not provide “stand alone” service for a student with an IEP; the student must have special education needs which necessitates OT support.
35
Section 504 of Rehab Act and ADA
- Section 504 defines disability as any student with “a physical or mental impairment that substantially limits one or more major life activities”.
- OT can be provided directly to the student or through program supports through the students’ teachers.
- OT may be provided without other special education services.
- OT services typically involve reasonable accommodations to access the learning environment.
- School personnel are required to develop 504s but do not receive federal or state reimbursement for services (That is why you don’t see them often)
- 504 process typically established at the state or local level.
36
Early Intervening services (EIS
- Schools spend up to 15% of special education funds on academic or behavioral support for students who are struggling or at-risk but do not qualify for special education.
37
Response to Intervention (RtI)
- Targeted early identification and educational programming to support at-risk students with LD.
- May be curriculum-based, classroom based or individual student based (What does this child need to get ready for school?)
38
Two-tiered model of education under IDEA 91975-2004)
- SpEd= 15% of students
| - General education= 85% of students
39
Multi-tiered model of Special Edcuation, including IDEA, RtI and PBIS (2004 to present)
- Tier 1: early identification and screening of ~80% of students
- Tier 2: Targeted interventions for at-risk ~15 of students
- Tier 3: Intensive individual interventions ~5% of students
40
School mental health movement
- System-wide emphasis on training and support for child mental-health. (Push for no bullying)
- Public health model of prevention and early intervention related to emotional health.
- Services delivered school-wide, through targeted groups or to individual students. (Train everyone to identify students who are in need of mental health services)
41
Advocacy for OT in the schools
- Role of OT may be defined at the district level.
- OT can provide a range of services and programming to address range of needs for school-aged children.
- OT has opportunity for both innovation and traditional service delivery.
- Can be creative in intervention! Ex: bringing yoga into PE
42
What is the role of OT in the school setting?
- To facilitate successful participation and performance in educationally related occupations; advocating; coaching/education
43
Is there a role for OT in a general education classroom?
- Assess needs of the whole classroom! What is a good idea for everyone? To reach kids that didn’t get services (sensory groups; classroom with 3-4 behavior problems?! Intervene!)
44
What predicts long-term success for students with disabilities?
- support
| - identification
45
How is change enacted within the school setting?
- Slowly
- lots of politics
- lots of people
- make change with old teachers
- one huge district with many schools
46
What is the influence of evidence in shaping school-based OT?
- EBP; better serve clients; better outcomes; good to be able to have lit to support rationale; parents want to know “why”
