Conducting evaluations
Planning and implementing IEP goals and objectives
Recommending assistive devices for students who require alternate means to accomplish educationally related tasks
Providing adaptive positioning and seating materials
Offering prevocational/vocational training
Providing strategies to facilitate a students participation in an activity
Reducing barriers that limit student participation within the school environment
Students to improve their performance in the school environment
Parents to help them support their children's learning and participation in school
Paraprofessionals to support and uphold safety within the school environment
School Staff to provide proper training with transfers and adaptive equipment
Sitting within the classroom
Participation on the playground
Use of classroom materials
Bathroom skills
Self-feeding managing food setup and utensils
Behavior
Sensory integration and processing
Dressing and undressing
Managing adaptive equipment
Negotiating the school environment
Fine motor skills
Social participation
Play
Students will not be eligible for school based therapy if their diagnosis does not impact performance in the school setting. Temporary impairments usually do not make a student eligible for school-based occupational therapy, although the student may need occupational therapy in a medical setting.
Websites/Links:
(From www.aota.org and Occupational Therapy for Children, Jane Case-Smith, 2001).
Information taken from: htps.us
Colleen McCarthy OTR/L