School-Based Practice Flashcards
What makes school based practice unique?
- composition of teams
- extent of consultation and collaboration
Unique skills you may need for entry level competencies in the school
- interpersonal skills
- knowledge of UE for writing, typing, etc
- developmental and grade milestones
EHA and its amendments
- Education for All Handicapped Children Act (1975) mandates inclusion for all students
- Amendments (1986) expand to preschool and early intervention
IDEA and its amendments
1990 - EHA becomes IDEA
1991 - amendments include AT, transportation, and transition support
1995 - mental health centers are included
1997 - amendments include general ed classrooms and education related directly to general ed
No Child Left Behind and accommodations
2001 - teaching is geared toward standardized tests
-504 and IEPs allow more advocacy for students
IDEA improvement act
- 2004
- preventative services through early intervention
- focus on prep for further education, employment, and independent living (postsecondary success)
What occupations are engaged in at school across academic settings?
ALL 8 MAJOR CATEGORIES and at least 30 subcategories
ideas to assist with social participation in school
- social skills training groups (common as “no bully” groups)
- older mentors
- hygiene
Free Appropriate Public Education
no cost to parents and accommodations as needed
Least Restrictive Environment and misconceptions
- most appropriate environment that allows a student to succeed
- does NOT always mean inclusive classroom
How is a child identified for special ed?
- Child Find system locates, identifies, and evaluates all children w/ known disabilities
- any adult may refer a child for evaluation
IEP vs 504
those with a 504 likely don’t meet the criteria for IEP and usually need smaller accommodations (quiet room for testing or help with eating)
-BOTH can come with you to college
2 types of additional plans
early intervening services or response to intervention
special ed process for IEP
- referral
- comprehensive eval
- determination of eligibility (there’s no middle ground - eligible or not are the only options)
OT’s role in special ed process
- if suspected need for OT, IDEA mandates eval within 60 days of parental consent
- focus on participation in school
- top down or occupation based assessments
types of OT assessments
- no formal tools are required
- observation may be the only form of assessment if it gives enough insight into need for services or eligibility
criteria for special ed eligibility
- disability within certain categories OR developmental delay
- if 3-9 years old, significant developmental delay
- basically, dev delay or services would be beneficial…duh
student eligibility for OT
- determined once special ed eligibility is determined
- educational program and goals are considered
- can be within IEP or 504
OT role in school documentation
- collaboration in education plan and goals
- support must be relevant to academic participation and progress
direct vs indirect services
- direct: applied to child
- indirect: programmatic or constulation
who is the client in school services?
child, teachers, staff, etc… (still counts as billable in this setting)
school-based services have a focus on…
restoration/adaptation of skills or health promotion/prevention
benefits of supporting handwriting within the context of early literacy experiences
improves writing skill and literacy
functional writing includes _________ and takes _________ to master
- writing form and content
- a lifetime
relationship between writing and reading skills
they develop in tandem
handwriting & functional written communication evals and interventions should be…
multifaceted
handwriting/functional written communication interventions
- whole class or individuals
- consistent w/ literacy standards
- generalizable across contexts
- measurable performance changes
measurable performance changes for writing
- domains
- legibility
- writing speed
- ergonomic factors
example of measurable writing goal
all writing will remain within top and bottom line 2x per week
required IEP team members
- parent/guardian
- regular ed teacher of child
- special ed teacher of child
- special ed providers
optional IEP team members
- public agency
- interpreter/advocate
- related service personel
- *student**
what does it mean for OT to be a “related service”
- may not be part of initial IEP eval
- can NOT be provided as a stand alone service
OTs within 504 process
- help determine accommodations
- no reimbursement
prevention based programs
- early intervention for kids who are struggling/at risk
- response to intervention for kids at risk for not doing well at school (more curriculum or school-based)
the benefits of a multi-tiered system of supports
number of students needing individualized and intensive supports decreased 15%-5%
school mental health movement
- system-wide emphasis on training and support for child MH
- model of prevention and EI related to MH
- services delivered school-wide through targeted groups or to individual students
where is the role of OT defined?
at the district level
need for advocacy for OT in schools
- we can provide a wide range of services and programming
- there is opportunity for innovation and traditional service delivery
bonus question: What is the role of OT within the school setting?
advocate, coach, help with participation, facilitate, play, motivate
bonus question: What are the 2 biggest factors in predicting long-term success for students w/ disabilities?
- identification
- support
bonus question: How is change enacted within the school system?
- slowly, through a lot of laws and bureaucracy
- it’s hard to get change from people who have been in the school a long time
bonus question: What is the influence of evidence in shaping school-based OT?
you should practice EBP, because it helps to have the evidence behind you
