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The Ultimate Beginner’s Guide to School-Based Occupational Therapy Is Here!

If you’re stepping into the world of school-based occupational therapy or thinking about making the transition, you likely have more questions than answers. What’s the difference between clinical and school-based OT? How do you handle IEPs, caseloads, and collaboration with teachers? Where do you even start?

You’re not alone—and that’s exactly why I created A Beginner’s Guide for School-Based Occupational Therapy Practitioners, now available for download here.

This concise yet comprehensive 14-page guide is designed to give you the clarity, confidence, and practical tools you need to thrive in a school setting.

Why I Wrote This eBook

As a pediatric occupational therapist with over 20 years of experience, I remember how overwhelming it felt when I first entered the school system. The terminology, the timelines, the team dynamics—it was a lot. Over the years, I’ve mentored many OTs who felt the same way. So I compiled the most essential knowledge and real-world advice into this beginner-friendly guide.

It’s the resource I wish I had when I was starting out—and now, it’s yours.

What You’ll Learn Inside

This guide covers the foundational knowledge you need to understand your role, advocate for your services, and begin your journey with confidence. Topics include:

The role of OT in schools and how it differs from other settings
Understanding IEPs and the referral process
Tips for collaboration with teachers, staff, and families
Managing caseloads and scheduling
Strategies for effective documentation
Real-world examples and helpful mindset shifts

Whether you’re a new grad, returning to OT after time away, or transitioning from clinical to educational settings, this guide is packed with insight and encouragement.

Easy to Read. Easy to Use.

This isn’t a textbook—it’s a practical guide you can digest in one sitting and refer back to as needed. It’s ideal for:

New school-based OT practitioners
Occupational therapy students
Experienced OTs transitioning to school settings
Professionals seeking clarity and direction

You’ll walk away feeling more grounded and prepared, with tools you can implement immediately.

Download Your Copy Today

If you’re ready to build a strong foundation and start your school-based OT journey on the right foot, this guide is for you.

👉 Grab your copy now!

At just $7.99, it’s an investment in your confidence, your clarity, and your career.

Need More Support?

If you’re looking for mentorship, personalized guidance, or professional development, check out all the services offered at SuperKids Pediatric Occupational Therapy. I’m here to support you every step of the way.

Let’s make this school year your most impactful yet—starting today.

Get your copy today!

Creating Inclusive Spaces: A Pediatric Occupational Therapist’s Perspective

As a pediatric occupational therapist, I’ve spent over two decades supporting children of all abilities to navigate their world more comfortably, confidently, and independently. Whether I’m working in a classroom, clinic, home, or community space, one message remains clear: inclusive environments matter. They don’t just benefit children with disabilities—they create a more empathetic, accessible, and enriching world for everyone.

Inclusion isn’t a one-size-fits-all checklist. It’s a mindset and a commitment to continuously adapt and respond to diverse needs. If you’re a parent, educator, community planner, business owner, or healthcare professional, here’s how you can begin developing inclusive spaces that truly support the participation of all children—especially those with developmental differences.

1. Understand What Inclusion Really Means

Inclusion goes beyond simply allowing children with disabilities to enter a space. True inclusion means designing environments where every child can participate meaningfully, engage fully, and feel a sense of belonging. This requires us to:

• Anticipate a variety of sensory, cognitive, motor, and social needs

• Reduce barriers to participation before they arise

• Offer flexible options for how children engage with people, materials, and routines

It’s the difference between saying “you can come in” and saying “we made this with you in mind.”

2. Start with the Environment

As an OT, I often look at how the physical environment either supports or hinders a child’s ability to engage. Inclusive design starts with asking: What might be overwhelming, inaccessible, or frustrating here?

Here are a few strategies:

a. Sensory-Friendly Design

Many children, especially those on the autism spectrum or with sensory processing challenges, are affected by environmental input in powerful ways.

• Use soft, natural lighting or dimmable lights

• Reduce noise through soft materials like rugs, curtains, or acoustic panels

• Provide quiet zones or “sensory break” areas with calming tools like weighted items, fidget toys, or noise-canceling headphones

b. Universal Accessibility

Ensure spaces can be navigated by children with a variety of motor needs:

• Avoid clutter and tight walkways

• Install ramps or railings where needed

• Use adaptive seating (e.g., wobble stools, beanbags, or booster cushions)

When designing play areas, think about variety: Can children climb, crawl, swing, and build in ways that suit their motor skills and comfort levels?

3. Use Clear Visual and Auditory Supports

Inclusive spaces support understanding through multi-sensory communication. Many children benefit from:

• Visual schedules to outline the flow of the day

• Picture cues for labeling shelves, bins, and stations

• First-Then boards to prepare for transitions or expectations

• Social stories to preview new experiences, rules, or challenges

Pair spoken instructions with visuals whenever possible. This helps children who are visual learners, have auditory processing difficulties, or are still developing expressive language.

4. Promote Emotional Safety and Belonging

Physical accessibility is only one piece of inclusion. Emotional safety is just as important. Children need to feel accepted for who they are, not just accommodated.

Here’s how we can support that:

a. Foster Peer Acceptance

Teach all children about differences in development, communication, and sensory needs. Books, videos, and inclusive discussions can normalize neurodiversity and help children develop empathy. Celebrate what makes each child unique rather than focusing only on what’s “typical.”

b. Model Inclusive Language

Use strengths-based, person-first or identity-affirming language (e.g., “child with autism” or “autistic child,” depending on individual preference). Avoid terms like “normal” or “high/low functioning”—they’re often unhelpful and stigmatizing.

c. Honor Communication Differences

Some children may communicate using AAC (Augmentative and Alternative Communication), gestures, or echolalia. Provide time, space, and respect for all forms of expression.

5. Create Flexible Routines and Expectations

Children don’t all learn or play in the same way, and that’s okay. Inclusive environments allow for flexibility without sacrificing structure.

Consider:

• Providing different seating options during group activities

• Allowing for sensory movement breaks throughout the day

• Letting children choose between activities that meet the same goal (e.g., drawing or using stickers to illustrate a story)

• Using timers, songs, or visual cues to prepare for transitions

The more options we offer for how children engage, the more opportunities we create for success.

6. Listen to Families and Children

Inclusion can’t happen in a vacuum. As therapists, educators, or program leaders, we must center the voices of those we aim to include. Parents and caregivers are the experts on their children. Children, too—regardless of verbal ability—have preferences, opinions, and needs that matter.

• Ask families what supports work at home or in other settings

• Involve children in planning or decision-making about routines or spaces

• Seek feedback regularly, and be willing to adjust based on what you learn

Inclusion is relational. It grows from ongoing collaboration and trust.

7. Train and Empower Staff

If you’re developing a classroom, program, or public space, your staff must be equipped with the knowledge and confidence to support all children.

Offer training in:

• Sensory processing and regulation

• Trauma-informed care

• Communication differences (including AAC)

• Disability awareness and bias

Inclusion isn’t just about policies—it’s about people. A well-trained, compassionate staff is essential.

8. Embed Play, Movement, and Choice

From an occupational therapy lens, play is how children learn. And inclusive play environments are ones where every child can explore, create, and move in ways that work for them.

Offer:

• Open-ended materials (e.g., blocks, scarves, sensory bins)

• Opportunities for gross motor play (e.g., climbing, jumping, balancing)

• Adaptable play structures that allow different entry points

• Invitations to play that honor a child’s interests and sensory profile

Choice is empowering. Letting children decide how and when they engage supports autonomy and confidence.

9. Think Beyond the Clinic or Classroom

Inclusivity doesn’t stop at the therapy room door. Parks, libraries, stores, places of worship, and entertainment venues can—and should—be more welcoming to children of all abilities.

If you’re a business owner or community leader:

• Designate sensory-friendly times or spaces

• Provide staff training in disability etiquette and communication

• Offer materials in multiple formats (visual, tactile, auditory)

• Partner with professionals (like pediatric OTs!) to assess and improve accessibility

Small changes can make a big difference.

10. Make Inclusion a Practice, Not a Project

Finally, remember: inclusion is not a destination—it’s an ongoing process. As a pediatric OT, I’ve learned that even the most thoughtfully designed environments need to evolve with the children they serve.

• Observe how children interact with the space

• Reflect on what’s working and what’s not

• Stay open to feedback and ready to adapt

Inclusion isn’t perfect. But perfection isn’t the goal—progress is. When we create environments where all children feel seen, safe, and supported, we lay the groundwork for a more compassionate, connected world.

Final Thoughts

Inclusive spaces don’t just accommodate—they celebrate. They tell children: You belong here, exactly as you are. As a pediatric occupational therapist, I believe this is one of the most powerful messages we can send. Let’s commit to building spaces that reflect that belief, one thoughtful decision at a time.

If you’d like help making your school, clinic, or program more inclusive, I offer consultations and training sessions for teams and organizations. Let’s work together to build spaces where every child can thrive.

– Marina Scott, OTR/L

Contact me

The Difference Between Developmentally Appropriate and Academically Appropriate: A Pediatric Occupational Therapist’s Perspective

As a pediatric occupational therapist, I often encounter parents, educators, and caregivers who struggle to understand the difference between what is developmentally appropriate and what is academically appropriate for children.

In today’s fast-paced, achievement-driven society, there is a growing emphasis on academic milestones at younger ages, often at the expense of a child’s natural developmental trajectory.

While education is undeniably essential, ensuring that children develop foundational skills before being expected to meet academic expectations is crucial.

This post aims to clarify the distinction between these two concepts, discuss their implications, and offer strategies for balancing both in a way that supports a child’s overall well-being and success.

Understanding Developmentally Appropriate Expectations

Developmentally appropriate practices (DAP) are based on what research and child development theories tell us about how children grow and learn. These practices take into account a child’s physical, emotional, social, and cognitive development to ensure that learning experiences match their current abilities.

Key Characteristics of Developmentally Appropriate Practices:

Respecting Individual Differences: Every child develops at their own pace. DAP recognizes that children will reach milestones at different times.
Emphasizing Play-Based Learning: Play is how young children explore the world, develop motor skills, and learn problem-solving strategies.
Prioritizing Foundational Skills: Before mastering academics, children need to build skills like fine and gross motor coordination, sensory processing, and self-regulation.
Encouraging Social-Emotional Growth: Learning to share, take turns, and express emotions appropriately are critical for later academic success.
Supporting Executive Functioning: Skills like attention, memory, and self-control are essential for academic learning but develop over time through play and interaction.

Understanding Academically Appropriate Expectations

Academically appropriate expectations refer to the structured curriculum and learning objectives set by schools, typically aligned with state or national education standards. These expectations focus on specific knowledge and skills, such as reading, writing, and mathematics, that children are expected to master at a given grade level.

Key Characteristics of Academically Appropriate Practices:

Standardized Benchmarks: Schools often set age-based expectations for literacy, numeracy, and problem-solving skills.
Teacher-Led Instruction: Direct instruction plays a significant role in academic learning, often in a classroom setting.
Emphasis on Performance: Children are assessed based on their ability to meet academic standards through tests, assignments, and projects.
Less Flexibility in Pacing: Unlike developmentally appropriate practices, academic milestones are often based on fixed timelines, regardless of individual differences.
Focus on Skill Mastery: The goal is to ensure students acquire and retain specific educational content.

Where the Conflict Arises

The conflict between developmentally appropriate and academically appropriate expectations arises when children are required to perform tasks they are not yet developmentally ready for. This misalignment can lead to frustration, anxiety, decreased motivation, and even long-term academic struggles.

Common Areas of Conflict:

Fine Motor Development vs. Writing Expectations
- Many preschoolers and kindergarteners are expected to write letters and words before they have developed the fine motor skills needed to hold a pencil correctly.
- Developmentally, children must first engage in activities that build hand strength, such as playing with clay, using scissors, and coloring.
Attention Span vs. Structured Learning
- Young children naturally have short attention spans, yet they are often expected to sit still and focus for extended periods of time in school.
- Developmentally appropriate practices would incorporate movement breaks, hands-on activities, and shorter learning segments to accommodate their needs.
Sensory Processing vs. Classroom Expectations
- Children with immature sensory processing may struggle with the noise, lights, and demands of a traditional classroom.
- Providing opportunities for sensory regulation, such as quiet corners or fidget tools, can help bridge this gap.
Emotional Regulation vs. Academic Pressure
- Expecting young children to handle stress and frustration in a structured academic environment without adequate emotional regulation skills can lead to meltdowns or avoidance behaviors.
- Supporting emotional development through co-regulation, social-emotional learning, and self-regulation strategies is crucial.

Finding the Balance

To create an environment that supports both developmental and academic needs, educators and parents can take proactive steps to ensure that learning is both meaningful and achievable for children.

Strategies for Educators:

Incorporate Play-Based Learning: Even in academic subjects, hands-on activities and movement-based lessons can help reinforce concepts in a developmentally appropriate way.
Differentiate Instruction: Recognize that children have varying levels of readiness and adapt teaching methods accordingly.
Use Multisensory Approaches: Allow children to learn through touch, movement, visuals, and auditory input to accommodate different learning styles.
Promote Social-Emotional Learning: Teach children coping strategies, emotional awareness, and conflict resolution alongside academic skills.
Allow for Movement and Breaks: Incorporate flexible seating, short breaks, and opportunities for children to stand or move during lessons.

Strategies for Parents:

Support Developmental Skills at Home: Engage children in activities that strengthen fine and gross motor skills, such as puzzles, climbing, and drawing.
Encourage Open-Ended Play: Provide toys and materials that foster creativity and problem-solving, rather than focusing solely on academic drills.
Follow Your Child’s Lead: Pay attention to their interests and natural curiosity, which can guide learning in an engaging way.
Advocate for Your Child: If academic expectations seem misaligned with your child’s development, communicate with teachers to find alternative approaches.

Conclusion

Understanding the difference between developmentally appropriate and academically appropriate expectations is essential for creating a learning environment that supports children’s natural growth while preparing them for future academic success.

When we push children to meet academic milestones before they are developmentally ready, we risk creating unnecessary stress and hindering their love for learning.

Instead, by honoring each child’s unique developmental journey and balancing academic instruction with play, exploration, and social-emotional learning, we can foster a foundation for lifelong success.

As occupational therapists, parents, and educators, our role is to ensure that learning remains a joyful and meaningful process.

By advocating for developmentally appropriate practices within academic settings, we help children thrive not just in school but in all aspects of their lives.

10 Tips For What To Do When Your Child Has BIG Feelings

If you are a parent, you are probably no stranger to “big feelings” from your child. They aren’t called the terrible twos and the teen years for no reason. But even children who are not 2 years old or a teenager can have big feelings. Sometimes, it can seem that our children always have big feelings. And it only takes a trip to the grocery store or the library to witness other children or your child having big feelings about something.

One of the biggest questions I’ve had from parents recently is, “What do I do when my child is having big feelings?” While there are many methodologies, and it can be hard to remember what to do in the moment. Here are 10 tips for what to do when your child is experiencing big feelings.

Remain calm. This seems like a given, but in the moment, it can be challenging to remember. Most children are co-regulators, meaning they use others to help regulate their behaviors and emotions. If you are upset and yelling, this can often be dysregulating to your child. Instead of decreasing the temperature of the situation, it will raise it, taking everyone that much longer to calm down. One of the best things you can do for your child is model calm behavior. Take a few deep breaths, count to 10, and use a neutral voice. Children often watch your behavior and will adjust accordingly.
Reduce the amount of talking. An adult trying to reason with a child is one of the most common things I see when a child is upset. It rarely works because often, when children are in their big feelings, their brains can’t process what is being said. Avoid making demands, and keep your words to a minimum. Maintain a neutral tone and a calm voice.
Validate your child’s feelings. We can instinctively invalidate our child’s feelings. Invalidation can sound like, “Why are you crying?” “It’s nothing to be upset over!” “You’re okay. “ or “It’s not that big of a deal.” Validating your child’s feelings can help de-escalate the situation. Statements like, “It’s okay to feel sad/mad/hurt/frustrated.” can remind your child that you understand what they are going through and that their feelings are validated.
Reduce environmental stimuli. When your child is upset, it can be helpful to reduce the number of things happening around them. Turn off the TV, dim or turn off the lights, put the barking dog in a different room, etc.
Create a quiet space your child can go to if needed when upset. Sometimes, when your child has big feelings, they need somewhere to escape. Create a space in your home that can be used anytime, especially when your child is upset. A bean bag chair, big pillows, cozy blankets, books, or coloring or art materials may be helpful.
Make sure rules and boundaries are established BEFORE things escalate. In a calm moment, discuss and review the rules and boundaries with your child so they know what to expect when upset. Visuals can help remind your child of the rules in the moment and can also reduce the amount of talking you’ll need to do. Having a plan about what to do when things escalate can be helpful.
Take some deep breaths. This may seem like a given, but it’s important to remember in the moment. Deep breathing has power and is suggested so frequently because it works.
Learning how to regulate big feelings is a developmental skill that takes time. Remember, emotional regulation is part of children’s natural development. Make sure your expectations are reasonable. Children are allowed to have bad days.
Emotional regulation takes practice. Remember, nothing will magically change overnight. Learning how to regulate your emotions takes time. Consistency in practicing skills can be key. Be sure to allow both you and your child some grace.
Go easy on yourself and your child. Big feelings are called big feelings for a reason. Feelings are not always straightforward and clear-cut. Just because your child has a big feelings meltdown doesn’t make you a bad parent. It happens to all of us. And remember, just because your child has a big feelings meltdown doesn’t make them a bad kid.

Big feelings can be challenging, but with practice, consistency, and support, your child will learn to cope when they arise.

School-Based Vs. Medically-Based Occupational Therapy. What’s the Difference?

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I frequently get asked the question “What’s the difference between school-based and medically-based occupational therapy?”.

Working in schools, sometimes there is confusion with staff and parents between what a school-based OT should be addressing vs what is considered medically-based OT.

Whether you are a school-based OT or a medically-based OT, parent, teacher or caregiver, the important thing to note is an OT, depending on the setting, addresses different needs.

So let’s jump in and look at the differences.

What is School-Based Occupational Therapy?

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School-based occupational therapy (OT) is provided in a school setting to help children with disabilities or developmental delays achieve their academic and functional goals.

The primary focus of school-based OT is to promote a child’s success in school through the development of skills necessary for academic and social engagement.

School-based OT is focused on helping children with disabilities or delays participate fully in the school environment.

Occupational therapists in schools work with students to improve their abilities to perform tasks required in the classroom, such as writing, typing, using scissors, and organizing materials.

School-based OTs may also work with students on sensory processing, self- regulation, social skills, and tasks to help them become more independent in a school environment.

They collaborate with teachers and other school staff to develop strategies that help students succeed in school.

What is Medically-Based Occupational Therapy?

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Medically-based occupational therapy is provided in a clinical or hospital setting to help individuals with a wide range of medical conditions or injuries regain their functional abilities, independence, and quality of life.

This type of therapy is often prescribed by a doctor or healthcare provider.

Medically-based occupational therapists work with patients to improve their physical abilities and independence.

This may include working on fine motor skills, such as grasping and manipulating objects, as well as self-care skills such a getting dressed or brushing teeth.

This type of occupational therapy may include interventions to help with daily living skills, fine motor control, coordination, and sensory integration.

What are the Key Differences?

While both school-based and medically-based occupational therapy are focused on improving an individual’s ability to perform daily tasks, there are 2 key differences:

Setting: School-based occupational therapy is provided in a school setting, while medically-based occupational therapy is provided in a clinical or hospital setting.
Focus: School-based occupational therapy is focused on helping children participate fully in the school environment, while medically-based occupational therapy is focused on helping individuals recover from injury.

Parents and caregivers can often want all of their child’s needs addressed in one place.

While this can seem like a good idea, it often isn’t.

Although many OT’s can address both school-based and medically-based needs, some may not have worked in both environments, or have limited experience in one or the other.

When looking for services you generally want someone who has the focus and expertise in the areas you want addressed.

Make sure to ask questions and find out what experience the OT has and if they are comfortable addressing the areas of need.

Until next time.

A Summer Refresh

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If you are a school-based clinician your summer has either begun or is about to begin.

I don’t know about you, but summer is always bittersweet. I miss my students and families but also look forward to the break.

The end of the school year is always busy and even 21 years into my career can be overwhelming.

This post is all about using summer as a time to refresh.

I’ll offer a few suggestions to wrap up the end of the school year, how to get prepared for Fall, and how to find some time for yourself to reset and refresh.

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Wrapping Up the School Year

Saying the end of the school year is busy is an understatement!

There are meetings galore, and never-ending progress notes all of which have to be squeezed in between our regular treatment sessions.

And let’s not forget, there can be an evaluation (or 2 or 3) thrown in.

We can get pulled in many different directions and overloaded with work, but remember, we are great at breaking down tasks and activities and this is exactly what we need to do for ourselves.

Here are 5 things to remember.

Strong communication will be helpful.

Can’t attend a meeting or having difficulty with all the last-minute evaluations?

Make sure to communicate with your team and administrators.

Don’t wait until the last minute.

Be upfront with your workload so your team knows what’s going on.
Prioritize your work.

Have a meeting tomorrow?

Best to get those goals and progress reports done first.

Leave your other work for another time.
Start early.

We all know the end of the year is notoriously busy.

Plan and start early.

Review your caseload so you are aware of upcoming IEP reviews, referrals, and other due dates such as progress reports.

Set reminders and add meetings to your calendar.

I start preparing for the end of the year in March.

A little pre-planning for the end of the year can go a long way.
Use your system.

What I mean by this is to make sure you are using a system to make things easier such as a template for evaluations or daily notes.

Make sure your contact information for teachers and parents is up-to-date and organized.
Go easy on yourself.

I know this one is easier said than done, but part of preventing burnout is to make sure you remember to take care of yourself.

Take your lunch break (I know you are going to say you are too busy, but I encourage you to take your lunch break anyway).

Do some deep breathing between students or between meetings.

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Preparing for Next School Year

Now this might seem bonkers or next to impossible, but trust me you’ll enjoy your summer much more if you are prepared for the Fall.

You won’t be left with any surprises if you know what’s coming up in a few short months.

I suggest while you are preparing for the end of the school year, you are also looking forward to the beginning of the next school year.

We all know that the end of the school year is just as chaotic as the beginning of the school year.

Keeping organized with dates and service hours can not only make for a smoother beginning of the school year but can keep you from thinking about things over the summer.

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Resetting and Refreshing

Once summer arrives, it’s time to let the school year go.

Set your work email to vacation mode.

This can be a hard one for many of us (myself included) but I encourage you to set your work email to vacation mode.

This is especially important if you are not contracted to work through the summer.

I know this thought can give many people anxiety so remember just because your email is set to vacation mode doesn’t mean you can’t check it.

While I suggest only checking your email every 2 weeks, vacation mode will let others know you may not respond immediately.

I also suggest if you get all your email (both personal and work) into one inbox, you separate your emails for the summer.
Celebrate! You’ve made it to the end of another school year! Make sure to celebrate.

What we do isn’t easy. We did it! Time to celebrate.

Whether that’s sleeping in all week or going out with co-workers, make sure to pat yourself on the back for a job well done!
Catch up on CEU’s.

Summer is a great time to catch up on your CEU’s.

Find a course and take it.

There are many options out there and with a lighter schedule, you should have more time to focus on getting those credits.

(Continued.com is one of my favorite places to find CEU’s for all clinicians).
If you are doing extended school year (ESY) make sure to add in a little fun.

Adding in a little fun will assure that both you and the students you see get to have a little summer fun just like everyone else.

This can be a great time to plan outdoor activities including water and messy activities.
Find time to relax.

Summer doesn’t have to be used as catch-up from all the things you didn’t do during a hectic school year.

You don’t have to do all the things.

Although it sounds cliche, make sure to take time for yourself.

Using the summer to recharge and refresh is important.

We all know how busy the school year gets.

Summer is the time to slow down, even if it’s just for a little while.

Until next time.

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5 Fun Summer Activities to Improve Your Child’s Fine and Visual Motor Skills

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Summer is a great time to engage in fun activities with your child while also improving their fine and visual motor skills.

Here are 5 fun summer activities to improve your child’s fine and visual motor skills.

Drawing and Coloring
Encourage your child to draw and color with crayons, colored pencils, or markers.

This activity helps to develop fine motor skills, such as hand-eye coordination, grasping, and control of small muscles in the hand.

You can also encourage your child to try different coloring techniques, such as shading or blending colors, to improve their visual-motor skills.
Playing with Play-Doh

Playing with Play-Doh is a fun way to improve your child’s fine motor skills.

This activity helps to develop hand strength and finger dexterity, which are essential for activities like writing and using utensils.

You can also have your child create different shapes and objects with Play-Doh to improve your child’s visual-motor skills.
Puzzles and Board Games

Puzzles and board games are excellent for improving fine and visual motor skills.

Completing puzzles helps to develop hand-eye coordination and spatial reasoning skills while playing board games improves hand strength and fine motor control.

Encourage your child to try different puzzles and board games to challenge their skills.
Outdoor Play

Playing outside is a great way to improve your child’s gross motor skills, which are essential for overall physical development.

Activities like running, jumping, climbing, and throwing a ball all help to develop gross motor skills.

You can also encourage your child to engage in activities that require hand-eye coordination, such as catching and throwing a ball or a frisbee.
Cooking and Baking

Cooking and baking are excellent activities for improving fine and visual motor skills.

These activities require precision and control of small muscles in the hand and hand-eye coordination.

You can have your child measure ingredients, mix batter, or decorate cookies to improve their fine motor skills.

Incorporating these five activities into your child’s summer routine can help improve their fine and visual motor skills while also having fun.

Remember to provide encouragement and positive feedback to help your child feel confident and motivated to continue developing their skills. And most importantly, remember to have fun!

By incorporating these activities into your child’s routine, you can help them develop the skills they need for success in school and beyond.

How Can Occupational Therapy Help With Executive Function?

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Occupational therapy (OT) helps children and people of all ages to engage in daily activities, occupations, and roles that are meaningful and important to them.

Occupational therapists often work with children who have difficulty with executive function skills.

What is Executive Function?

Executive function refers to the cognitive processes that help children plan, organize, initiate, self-monitor, and adjust their behavior in order to achieve goals.

These skills are critical for success in many areas of life, including school, work, and daily activities. Some examples of executive function skills include:

Attention and concentration
Time management
Organization
Working memory
Planning and prioritization
Impulse control
Emotional regulation

OT practitioners can help children with executive function difficulties by using a variety of intervention strategies. These may include:

Providing education and training on executive function skills
Using tools and strategies to support organization and planning
Developing routines and schedules to help with time management
Incorporating mindfulness and relaxation techniques to improve emotional regulation
Working on self-awareness and self-monitoring to improve impulse control

Occupational therapy can be a valuable intervention for children with executive function difficulties, as it can help them to build the skills and strategies needed to succeed in daily life activities.

Occupational therapists can work with teachers, other staff, and parents to help support children in the above-mentioned areas.

This support can provide a connection to the skills as well as provide ideas and strategies to help in areas that may be of concern.

It is important to work on and build these skills as children because they will be used across their life span.

While children are young and should not be expected to be perfect with these skills, it is the perfect time to teach and work on these skills.

Occupational therapists can play an important role in the development of these skills.

Until next time.

Discharging Students from School-Based Occupational Therapy Services: A Guide for Parents and Educators

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As a parent or educator, it can be challenging to navigate the process of discharging a student from school-based occupational therapy services.

Discharging a student from occupational therapy services can be a positive outcome, indicating that the student has made significant progress in achieving their goals.

In this blog post, I will discuss what the discharge process entails and how parents and educators can support their students during this transition.

Key Steps in Discharging a Student:

Review of progress: Occupational therapists typically review a student’s progress regularly to determine whether they are meeting their goals.

If a student has met their goals, it may be time to consider discharging them from services.
Consult with the IEP team: The Individualized Education Program (IEP) team, which includes parents, teachers, and other professionals, should be consulted before discharging a student from occupational therapy services.

The team can review the student’s progress and determine if the student still requires services.
Provide recommendations: Occupational therapists can provide recommendations for continued support and strategies to help the student maintain their progress after discharge.
Monitor progress: The student’s progress should continue to be monitored after discharge to ensure that they are maintaining their skills and abilities.
Reevaluation: If the student’s needs change, or they require additional support, they may need to be reevaluated to determine if they require occupational therapy services again.

How to Support Your Student During the Discharge Process

Communicating with the occupational therapist: It’s important to communicate with the occupational therapist throughout the discharge process to ensure that everyone is on the same page and that the student’s needs are being met.
Continuing to work on goals: Even after discharge, it’s essential to continue working on the student’s goals to ensure that they maintain their progress.
Implementing recommended strategies: Occupational therapists can provide recommendations for strategies to help the student maintain their progress.

It’s essential to implement these strategies to ensure the student’s success.
Monitoring progress: It’s crucial to monitor the student’s progress after discharge to ensure that they are maintaining their skills and abilities.

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Discharging a student from OT services can be met with excitement, fear, or both.

It can be a time to celebrate a student’s hard work, but it can also be scary for teachers and parents to imagine the student without occupational therapy support.

It may be a relief and well deserved.

All feelings about discharge from a service are OK.

What’s important to remember is how far the student has come and if there truly is a need for continued services.

Occupational therapy in most cases is not meant as a lifelong service.

The best occupational therapists will tell you discharge is part of the plan from the time of the initial assessment.

The goal of occupational therapy is to address skill deficits, build strategies and discharge the student.

It can be hard to let go but it’s important to assess if it’s the right thing to do.

Occupational therapists have the skills and the knowledge to give an expert professional opinion about discharge from services.

It’s important that everyone feels comfortable with the decision to discharge.

Until next time.

What is School-Based Occupational Therapy?

smiling black child standing in classroom and looking at camera — Photo by Katerina Holmes on Pexels.com

Have you ever wondered, “What is school-based occupational therapy?” or have you ever wondered “What makes school-based OT different than other OT services?”

In this blog post, I will explore the purpose of school-based OT, its benefits, and the process of receiving this type of occupational therapy.

School-Based occupational therapy focuses on helping students develop the skills they need to participate fully in school activities.

School-based OT is often recommended for students who have physical, developmental, or cognitive challenges that make it difficult for them to keep up with their peers in the classroom.

The Purpose of School-Based Occupational Therapy

The main purpose of school-based occupational therapy is to help students with disabilities participate fully in school activities.

Occupational therapists work with students to develop the skills they need to succeed in the classroom, such as fine motor skills, sensory processing skills, visual perception skills, and handwriting skills.

They also help students learn how to use adaptive equipment and assistive technology to support their learning.

The Benefits of School-Based Occupational Therapy

anonymous ethnic tutor helping little multiracial students with task in classroom — Photo by Katerina Holmes on Pexels.com

The benefits of school-based OT are numerous. For students, this type of therapy can help them:

Improve academic performance
Increase independence and self-esteem
Develop social skills
Manage sensory processing challenges
Enhance physical abilities

For parents, school-based OT can provide peace of mind knowing their child is receiving the support they need to succeed in school.

Teachers and other school professionals also benefit from school-based OT because it helps them better understand the needs of their students and provides them with strategies to support those needs.

The Process of Receiving School-Based Occupational Therapy

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The process of receiving school-based occupational therapy begins with a referral from a teacher, parent, or other school professionals.

Once a referral is made, an occupational therapist will conduct an evaluation to determine the student’s strengths and challenges.

Based on the results of the evaluation, if the student qualifies for services, the occupational therapist will develop an individualized treatment plan (IEP) that outlines specific goals and objectives.

Therapy sessions may take place in the classroom or in a designated therapy room, depending on the student’s needs.

What’s Next?

This post is meant to be an overview of school-based occupational therapy.

It is critical to continue to find out more about the process and if you are a parent, your rights.

There are many online resources that can help guide you on your journey (see below to get started).

If you are wondering what the difference is between school-based and medically based OT, keep an eye on this space and look for my upcoming blog post on the difference between the two.

Until next time.

Want to learn more? Click on the links below.

American Occupational Therapy Association (AOTA)
AOTA information sheet on school-based OT
Occupational therapy as a related service (IDEA)