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621 Quiz #3 > OT in the Schools (Week 8) > Flashcards

OT in the Schools (Week 8) Flashcards

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!)
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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
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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
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4
Q

FAPE

A

Free and Appropriate Public Education

- Every child deserve a free education that is appropriate for their needs

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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)

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6
Q

1986 EHA Amendments

A
  • Preschool and EI added to legislation and service provision
  • Head Start, EI, IFSP
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7
Q

1990 Individuals with Disabilities Education Act (IDEA)

A
  • Rename of original EHA
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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
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9
Q

1995 IDEA

A
  • School Mental Health Centers established
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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.
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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
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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.

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13
Q

What occupations are engaged in at school?

A

ADL, IADL, Rest and Sleep, Education, Work, Play, Leisure, Social Participation

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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
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15
Q

Child find

A
  • system that locates, identifies, and evaluates all children with disabilities (doctor referals if you know someone from treatment)
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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)
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17
Q

IEP

A
  • ex: OT, resource/special ed teacher, SLP; goals; tx plan; acommodations; resources
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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
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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
Q

Direct services

A
  • Direct services are applied directly to the child.
26
Q

Indirect services

A
  • 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
Q

In the school setting, who is the client?

A
  • Child, teachers, and other educational support staff
28
Q

Services may focus on…

A
  • restoration or adaptation of skills or health promotion and prevention
29
Q

Handwriting and Literacy

A
  • 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
Q

Handwriting eval and intervention should be multifaceted, looking at the following…

A
  • 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
Q

Handwriting intervention should/could be…

A
  • Whole class vs individual intervention
  • Consistent with school literacy standards
  • Generalizable across contexts
32
Q

Handwriting intervention should show measurable performance changes via…

A
  • 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
Q

IEP Team

A
  • 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
Q

OT as a related service on an IEP

A
  • 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
Q

Section 504 of Rehab Act and ADA

A
  • 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
Q

Early Intervening services (EIS

A
  • 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
Q

Response to Intervention (RtI)

A
  • 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
Q

Two-tiered model of education under IDEA 91975-2004)

A
  • SpEd= 15% of students

- General education= 85% of students

39
Q

Multi-tiered model of Special Edcuation, including IDEA, RtI and PBIS (2004 to present)

A
  • 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
Q

School mental health movement

A
  • 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
Q

Advocacy for OT in the schools

A
  • 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
Q

What is the role of OT in the school setting?

A
  • To facilitate successful participation and performance in educationally related occupations; advocating; coaching/education
43
Q

Is there a role for OT in a general education classroom?

A
  • 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
Q

What predicts long-term success for students with disabilities?

A
  • support

- identification

45
Q

How is change enacted within the school setting?

A
  • Slowly
  • lots of politics
  • lots of people
  • make change with old teachers
  • one huge district with many schools
46
Q

What is the influence of evidence in shaping school-based OT?

A
  • EBP; better serve clients; better outcomes; good to be able to have lit to support rationale; parents want to know “why”

621 Quiz #3 (2 decks)

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