What is School-based OT?

​Occupational therapy practitioners are occupational therapists (OTs) who use meaningful activities (occupations) to help children and youth participate in what they need and/or want to do in order to promote physical and mental health and well-being. Occupational therapy addresses physical, cognitive, social/emotional, sensory, and other aspects of performance. In schools, occupational therapy practitioners focus on academics, play and leisure, social participation, self-care skills (ADLs, or Activities of Daily Living), and transition/work skills. Occupational therapy’s expertise includes activity and environmental analysis and modification with a goal of reducing the barriers to participation.

​Occupational therapy practitioners are related service professionals (specialized instructional support personnel) who provide a continuum of services and support under the Individuals with Disabilities Education Act (IDEA), the Elementary and Secondary Education Act (ESEA), and Section 504 of the Rehabilitation Act of 1973, including:

• Services for students with behavioral and learning needs in general education n

• Services for individual students in special education

• Services to ensure access for students with a disability

• Training and resources for school personnel and families

• Participating on collaborative teams

• Partnering on whole school initiatives for health and wellness

Services take place in school settings during the natural routines of the school day. Research demonstrates that students are most likely to reach success when they practice skills in the environment in which they occur. Occupational therapy service supports academics, behavior, and functional performance. The occupational therapy practitioner collaborates with parents and school staff to create solutions, taking into account the child, the activity, and the setting. The goal is to promote participation through:

• Adapting activities and environments so students can participate (for example, modifying playground equipment, recommending bus or classroom seating, recommending lunch groups in cafeteria for social participation, offering strategies to increase participation in curricular or extracurricular activities such as gym and chorus)

• Collaborating with school personnel including families for school initiatives such as recess promotion and response to intervention n Offering instructional strategies to support all student learning such as Universal Design for Learning (UDL) n Increasing independence in daily living skills (for example, addressing self care such as toileting and organizational skills needed for homework completion)

• Recommending assistive technology to increase learning access and participation (i.e. recommending computer software, pencil grips, modified seating)

• Promoting positive behavior and interaction that impacts learning (i.e. sharing, turn-taking, social skills training)

• Supporting school mental health (offering anti-bullying initiatives and promoting coping and calming skills for social participation)

• Increasing attention by recommending motor breaks and alerting activities

• Addressing sensory, cognitive, motor needs that impact access or participation in the curriculum (for example, increasing coordination so the student can manipulate his backpack or assessing tolerance for fire drill noise for those with sound sensitivity)

​Service determinations are made by the 504 committee or IEP team in collaboration with the occupational therapist. Parents are a part of the IEP team or 504 team who make all service decisions. Parental consent is required for evaluations and service under special education.