improve written expression for more effective participation in school.
• Max will stay on topic for x amount of turns with a peer.
• Marcie will use pronouns (I, we, his, etc.) in conversation 80% of the time.
• Jennifer will ask for assistance from the teacher when needed in 4/5 opportunities.
• Brant will re-tell a story with three or more details.
• Jason will use strategies for improved reading comprehension as evidenced by his ability to make predictions, answer comprehension questions, and demonstrate appropriate reading phrasing in 5/6 opportunities across three consecutive sessions.
Goals may include idioms, conversational skills, vocabulary, meeting basic needs in the classroom, and identifying emotions. Remember that school speech goals should relate to the school setting.
What Is a Physical Therapist?
Physical therapists are specifically trained in movement, muscles, functional performance, motor development, gross motor (large muscle group) function/ coordination, and positioning, among others. They are part of the “related services” category – part b in the Individuals with Disabilities Education Act.
Sometimes students have difficulty maneuvering in school. They may have disabilities which are physical, such as those causing decreased muscle tone, mitochondrial disease, and many others. Some students require the help of a skilled therapist to modify their environment to transfer (move) from one area to another. The physical therapist can help to adapt the environment for access. Providing safe lifting and positioning are critical for safety and to prevent injury. Additionally, students may need customized equipment or ways to move from the classroom to the lunch area. If there are steps to navigate, the physical therapist can assist with the safe performance of these tasks. Seating and positioning difficulties beyond what can be helped by the special education and school staff are often areas when a skilled therapist is called in for evaluation.
It’s important to remember that the student’s needs must be related to school issues and be provided in the most natural environment.
Goals need to be functional and can include the training of other staff members to assist the student or to modify the environment.
As with other therapists, reassessments and reviews must be done and notes will be taken each time the therapist works with the student or staff. Progress is documented and measured. Goals are written with frequency of services, location, duration, and 1:1 vs. consultative.
Annual and short-term goals for physical therapists may include:
• Mary will sit upright using an adaptive positioning device for 15 minutes 4/5 times during circle time as reported by the teacher.
• Patti will transfer from her chair to circle time independently 5/5 times according to data collected by Ms. Josephs.
• Nancy will navigate the hallway steps safely, without falling 100% of the time during transitions.
What Is a Related Service?
The IDEA states that related services can be any service that is developmental, corrective, and supportive. It includes any of the following: transportation, aides, language and speech, occupational or physical therapy, special strategies used for teaching, audiologists, social work, sign language, any supportive technological device, medical care, psychological assistance, recreation therapy, rehabilitative services/counseling, mobility, orientation services, and others. It is impossible to list every related service because every student is different, any service the student requires to meet her educational goals can be a related service. It is NOT appropriate for the school to state that they do not have funding for related service that the IEP team has deemed necessary.
Upon entering kindergarten, my son required the supervision of a Registered Nurse on a 1:1 basis throughout the school day. He also required a 1:1 aide. As a team, we discussed that it would be ridiculous to have two adults following him around all day. The nurse agreed to receive training on how to cue him appropriately, how to provide transition assistance, and in behavioral techniques. She agreed to perform these duties with consultation and training from various professionals (OTs, special educators, psychologists, and guidance staff). Of course, the school district was happy as they did not have to fund an additional aide!
The section of the IEP which contains the related services includes all of the ways the student’s areas of weakness will be addressed. It should be detailed. Remember, that a goal that states, “Joshua will meet with the reading specialist weekly” is way too general. It’s not measureable and is left open to interpretation of the reader. Here’s an example of a better goal, “Joshua will meet for twenty minutes with the reading specialist two times per week.” This is much better because no one can debate the meaning of the latter goal. Finally, the related services are generally calculated in minutes. An OT will be provided for minutes weekly on a one to one basis in the occupational therapy room.
Chapter 2 Resources
| www.alertprogram.com | Alert Program/How Does Your Engine Run? |
| www.aota.org | American Occupational Therapy Association |
| www.apta.org | American Physical Therapy Association |
| www.asha.org | American Speech-Language-Hearing Association |
| www.rtinetwork.org | Response to Intervention Network |
| www.pocketot.com | The Pocket Occupational Therapist |
Chapter 3
Handwriting
One of the most common skills OTs work on in a school setting is handwriting. Problems with handwriting can occur in the general population as well as with children with special needs. While OTs are not handwriting teachers, we are able to assist students with the underlying difficulties that make up the task of writing. Handwriting does not simply involve the formation of letters and numbers, it also involves difficulty with the following: using the correct pressure on the pencil, the ability to grasp the pencil properly, cursive, staying within the lines of the paper, and spacing between words. Children need to develop handwriting skills as they progress through school and life but before the actual writing process begins, there are pre- writing skills that the student needs to learn and master.
What Are Some Warm Up Exercises for Writing?
There are many fun ways to warm up as a group prior to handwriting.
• Jumping jacks can be done in place.
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