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Join us for a discussion on integrating occupational therapy services into a day school setting. Learn about the role of occupational therapists, sensory integration, and a two-year implementation plan. Guests from Gateways: Access to Jewish Education will share their expertise.
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PEJE Diverse Learners CoP: Integrating Occupational Therapy Services into a Day School Setting Facilitator:Donna Lupatkin Guests:Sue Schweber, Ilene Greenwald, Marcie Lipsey Gateways: Access to Jewish Education Boston, MA Date: January 14, 2008
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Welcome and Introductions Today’s Goals Warm-up Discussion Role of Occupational Therapist Background on Sensory Integration Suggested Two-year Implementation Process Next Steps Agenda
Three guests are from The Day School Program of Gateways: Access to Jewish Education, which enables children with special educational needs to attend and succeed in a day school environment. provides on-site special education services that are beyond what the students’ day schools offer provides in-class and out of class assistance from our team members including: speech-language pathologists, occupational therapists, physical therapists, reading and learning specialists, and inclusion aides assists teachers with curriculum modifications and provide teachers with professional development, including weekly coaching Introductions
Sue Schweber is the Gateways Day School Program Director. She is a certified and licensed speech-language pathologist. She received her B.A. from the University of Massachusetts, her M.S. in Speech-Language Pathology from Boston University, and her Certificate of Graduate Studies in Language Learning Disabilities from Emerson College. Her 30 years of experience have included working with preschool through adolescent age children in a variety of settings, consulting to teachers and parents, writing grants, and developing programs. Meet Our Guests
Ilene Greenwald is a registered and licensed occupational therapist who received both her B.S. in Occupational Therapy and her certificate of Advanced Professional Studies in Occupational Therapy from Tufts University. She has 18 years of experience working with preschoolers to adults in a variety of settings including private and public schools, rehabilitation hospitals, and pediatric clinics.
Marcie Lipsey is a registered and licensed occupational therapist who received her M.S. in Occupational Therapy from Tufts University, and a B.S. and M.Ed. in Deaf Education from Boston University. For the past 10 years, Marcie has worked in a variety of settings including skilled nursing, early intervention programs and schools. Marcie is a certified early intervention specialist. She is also certified by Sensory Integration International to administer and interpret the Sensory Integration and Praxis Test (SIPT).
Participants will understand: The OT’s Role Sensory Integration A Two-year Implementation Approach Plan to Continue the Conversation Today’s Goals
Warm-up Discussion Do you have OT services at your school? What are the benefits of having a specialized service, such as occupational therapy, take place at the day school? MJSD- None on staff- but do have outside people to come in and work with students on site Beth Tfiloh - Has a private OT who comes in to meet with the students 2 times per week Do they come into the classroom or do pull out? MJDS- contracted by family, not by school. School provides the space. But school has arranged for someone to come in and service faculty, esp. kindergarten. Hebrew Academy – Same as above Hebrew Foundation School in Dollard Des Ormeaux, Quebec- 2 forms of support. 1 OT who comes in and does screenings and acts as a consultant for the teachers. Also has a private OT who comes in and works with the students – parents pay for this. Desert Torah Academy in Las Vegas- Is there funding or does the school pay for that? How expensive is the therapy? MJDS, Beth Tfiloh & Hebrew Academy- Parent’s expense Hebrew Foundation School in Dollard Des Ormeaux - School pays for services but private OT is a parent’s expense. Rochester, NY - Through local school district. MJDS can get funding through local school district, but this does not cover on site service In NY state- OTs need to come on site due to a law suite.
The occupational therapist (OT) helps children successfully fulfill their role as students by facilitating their participation in academic and nonacademic areas including: Math, reading, writing Self help Social skills, Recess, sports What is Occupational Therapy?
Difficulty learning a new motor skill Poor organization and sequencing Poor writing Under or over reaction to touch or movement Poor eye-hand coordination Signs That a Child Needs OT
Goals: to plan modifications or accommodations relevant to instructional activities to help facilitate the student’s full participation in activities. OTs and Teachers Collaborate
Provide the child with increased and authentic opportunities for practice Enable the teacher to see what the therapist does Enable the therapist to see what strategies will be feasible in the classroom Allow the teacher and therapist to work together to pick priorities and address problems Benefits of Collaborationand In-class Work
The ability to take in, sort out, and connect information from the world around us. Is developed and/or enhanced by sensory experiences (including the hidden senses). Definition of Sensory Integration
Successful strategies for the classroom must: Be sustainable over time by the teacher Be feasible in the classroom Have a positive influence on all learners Fit within the framework of the teacher’s beliefs about effective practices. OT Strategies in the Classroom
Sensory strategies benefit the entire classroom - All children need movement breaks. - Many children benefit from hand or mouth fidgets. - Some children need a more individualized sensory diet tailored to their needs. The Sensory Diet
Skipped due to time restraint. Questions for Guests
Have you implemented a sensory diet at your school? Are there activities that you would not allow? (Example: gum chewing) Should you change the rules? MJDS- allow children to chew gum. Some suck on hard candy. One child wears a bracelet that he can pull on because he has a need to pull on clothing. Created a “menu” of things the children can do during their sensory break can choose 2 activities, such as lifting weights, doing push ups- tailored the ideas to other students but other can choose. If it is noticed that a child needs a break, the teacher will had the student the chart and they know what it means and have some time to go out and do the activities. Some faculty had issues with these ideas (gum chewing, etc.). But, they took the suggestion from the OT professionals. Give 2 weeks to see improvement. (or novelty wears off if student does not really need it) Some teachers are trying the therapy balls. Some are working with the whole heartedly, while others are having difficulty adapting to this. Some don’t do this as it can affect some teaching styles, but others are able to use this. Clear guidelines for how to use the balls. SSDS of Illinois- Cushions to sit on for movement while at desk. Wheelbarrow walking. Therabands under desks so students can push against the tension (can use bungee cords) Discussion
Ensure support from administration Identify an interested teacher or small group of teachers Focus on students receiving therapy Carve out meeting time Plan for teacher coaching or training Starting Points
Hold meetings to build collaboration Schedule additional meeting and communication system Limit choice of strategies (1-2) Model/demonstrate strategies Follow-up Evaluate the success at the end of the year Determine model for next year Teacher/student focus Year One(May involve bridging to outside source)
If possible, bring therapist to your school to deliver service Expand to other teachers and students Add in-class program or services delivered in the classroom Year Two
Has anyone hired a therapist as a consultant to come to the schools? Gateways started so they could come in to treat and work with teachers. Comes to give in service work for teachers- also does screening. Parent is an OT and does this as volunteering. SSDS- Does have someone who comes in. Also has a partnership with public school system. * Remember to continue relationship with OT and teacher. Need 2-3 weeks for the strategy to be in place. Implementation Questions for Guests
Individual student success Improved performance for entire class Support for differentiation Strategies incorporated into teacher’s best practices Benefits
Scheduling Student services Meetings Maintaining strategies in a classroom once the “focus” child has moved to the next grade Potential Challenges
What other challenges might you envision? SSDS- Who does the scheduling? Some may have an OT on site. Or, it may be an administrator or special needs coordinator From Rochester- Do you see things improve as they move onto the next teacher? How to continue throughout schooling. Certain strategies will benefit the child. Strategies that are needed year to year. As they grow and develop they take the strategies away. As a child develops and becomes more self aware, they may develop own ideas. Encourage the independence of this. Discussion
Recommended uses Your ideas about how to share with others Skipped due to time restraint. Using the Accompanying Resources
Sue Schweber sue@jgateways.org Ilene Greenwald ilene@jgateways.org Marcie Lipsey marcie@jgateways.org Contact our Guests
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February 11, 2008- Positive Behavioral Supports- Dr. Rona Novick from Hidden Sparks March 17, 2008- Second Language Development-Teaching Hebrew to the Diverse Learner-Measures and Evaluation-Dr. Scott Goldberg from Yeshiva University May 5, 2008-TBA June –date and topic TBA Note: All of the calls will be on a Monday at 4:00 EST Future Conference Calls
We thank Hidden Sparks for their generous support of our CoP Stay tuned for information about the PEJE Assembly, Boston, April 6-8, 2008 (Hope to see you there!)
