Elucidate the role of occupational therapist for students with special...
Occupational Therapy is a health service that is concerned with an individual’s ability to participate in desired purposeful activity or “occupations”, which give one’s life meaning. If a person’s ability to perform these daily life tasks, which includes caring for one’s self or others, working, going to school, playing, learning and living independently is impacted by an illness, disease and/or disability, occupational therapy can be important.
Qualifications of an Occupational Therapist
Occupational Therapists hold baccalaureate, post-baccalaureate or master’s degrees and must be registered with their Provincial College of Occupational Therapy. Occupational Therapists must complete supervised clinical internships in a variety of health and educational settings and must pass a national certification examination in order to practice.
Occupational Therapy education includes the study of human growth and development grounded in medical, biological, behavioural and social sciences with specific emphasis on the social, emotional and physiological implications of illness, injury and disability.
Occupational Therapy Services in the School/Educational Setting:
The Occupational Therapist is responsible for:
assessment, planning and goal development
for providing appropriate accommodations or interventions designed to enhance the student’s potential for learning
to assist the student in acquiring those functional performance skills needed to participate in and benefit from the educational environment
to help the student function independently
Responsibilities of an Occupational Therapist:
Screening:
allows the Occupational Therapist to identify those students who need further evaluation
should be appropriate to the chronological, educational and/or functional level of the student
Assessment:
evaluates the student’s educationally related needs toward identifying and creating goals and accommodations or interventions that may also be included in the student’s IEP
areas of evaluation may include: gross motor skills;fine motor skills; sensorimotor skills and performance;visual-motor and perceptual skill performance; independent physical daily living skills; environmental/ therapeutic adaptions; adaptive behavioural responses
Reassessment:
to help re-evaluate the student’s progress and/or current needs and re-establish goals, accommodations and/or interventions.
Communication:
communicate assessment results with the educational team, parents, student, and with other appropriate professionals and agencies
attend in-school meetings and/or team conferences as appropriate
provide regular communication with parents about intervention changes either in writing or by phone
provide follow-up regarding the student on a regular and agreed upon schedule with the educational team
provide written communication about changes or additions to agreed upon program accommodations and/or interventions
refers to appropriate professionals, agencies or programs as appropriate
Program planning:
plan and develop therapeutic goals, accommodations and/or interventions that are educationally relevant and will be functionally used in the student’s educational programs
determine if indirect or direct intervention services by an occupational therapist is required (direct intervention services may be provided by another agency)
assess for eligibility criteria for equipment funded through the Assistive Devices Program
(MOHLTC)
may refer to other community agencies, programs when appropriate
Consultation:
in some cases, consultation to follow-up on designed programs that will be carried out by the educational team is required
the Occupational Therapist will review the existing program and interventions, help design or change further these interventions and/or accommodations in conjunction with input from the educational team
arrange for follow-up on an agreed upon timetable
Inservices:
facilitate and/or participate in in-service educational programs that benefits the educational staff or system