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Physical therapy is a crucial component of special education for students with specific disabilities. Physical therapists collaborate with educators, parents, and other professionals to help students with disabilities improve their physical functioning, mobility, and overall quality of life.

1. Orthopedic Impairment: Physical therapists can assist students with orthopedic impairments develop strength, coordination, and motor skills. They may provide interventions to improve mobility, balance, and posture. For example, a physical therapist may work with a student with cerebral palsy to develop strategies to effectively enhance their ability to walk or use assistive devices.

2. Other Health Impairment: Students with health impairments like asthma, diabetes, or heart conditions may benefit from physical therapy interventions. Physical therapists can help manage these conditions during physical activities and develop strategies to maximize participation and safety. For instance, a physical therapist may collaborate with a student's medical team to create an individualized plan for physical activity while considering their specific health needs.

3. Visual Impairment: Physical therapy primarily focuses on motor skills, but physical therapists can also support students with visual impairments in their overall physical development. They may work on activities that promote body awareness, spatial orientation, and motor coordination. For example, a physical therapist might engage a student with visual impairments in activities that encourage balance, spatial exploration, and gross motor skills.

4. Hearing Impairment: Physical therapists can address the unique physical needs of students with hearing impairments. They may focus on developing motor skills, coordination, and balance through specialized interventions. For instance, a physical therapist might incorporate visual cues and tactile feedback to facilitate movement and coordination in students with hearing impairments.

5. Deaf-Blindness: Physical therapy interventions for students with deaf-blindness are highly individualized and tailored to their specific needs. Physical therapists collaborate with other professionals to address motor challenges, facilitate mobility, and improve overall physical functioning. They may employ tactile cues, proprioceptive feedback, and adaptive equipment to support deaf-blind students' physical development.

6. Multiple Disabilities: Physical therapy is vital in supporting students with various disabilities. Physical therapists collaborate with the multidisciplinary team to address the unique physical challenges of these students. They may focus on improving mobility, coordination, and functional skills through customized interventions and adaptive equipment.

Reference:

“The 13 Disability Categories under Idea.” Understood, 9 Nov. 2023, www.understood.org/articles/conditions-covered-under-idea.

“Sec. 300.8 Child with a Disability.” Individuals with Disabilities Education Act, 25 May 2018, sites.ed.gov/idea/regs/b/a/300.8.

Special Education Disability Categories - Nebraska, cdn.education.ne.gov/wp-content/uploads/2021/09/Verification-Categories-Part-B-Info-Sheet-sped.pdf.

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Under the IDEA, occupational therapy is associated with three disability classifications: Autism Spectrum Disorder (ASD), Specific Learning Disability (SLD), and Orthopedic impairments.

1. Autism Spectrum Disorder (ASD)

Individuals with ASD often struggle with processing sensory information and may find it difficult to filter sensory input, which can lead to sensory overload. Occupational therapy uses various techniques to help individuals with ASD regulate their sensory input and improve their ability to engage in daily activities.

Occupational therapy also focuses on improving social interaction and communication skills in individuals with ASD through social skills training, which addresses challenges in expressing social and communication skills, including nonverbal communication.

In addition, occupational therapy also addresses difficulties in posture, coordination, and motor planning that are often associated with sensory processing differences in individuals with ASD.

2. Specific Learning Disability (SLD)

SLD is a condition that affects the basic psychological processes involved in understanding or using spoken or written language. It can cause difficulties with listening, thinking, speaking, reading, writing, spelling, or mathematical calculations.

Occupational therapy can help individuals with SLD improve their handwriting skills, organization strategies, and visual-motor coordination, which are essential for academic success. It can also address challenges related to sensory processing that can affect attention and concentration.

Furthermore, occupational therapy can help individuals with SLD develop the foundational abilities necessary for academic tasks. This can include interventions to enhance handwriting legibility, develop organization and planning strategies, and improve visual-motor coordination.

3. Orthopedic impairments

Orthopedic impairments are conditions or injuries that affect the bones, joints, muscles, or other parts of the musculoskeletal system.

Occupational therapy provides interventions such as strengthening exercises, range of motion activities, and coordination exercises to improve muscle strength, flexibility, and coordination. Fine motor skills are also addressed in occupational therapy for individuals with orthopedic impairments to improve hand-eye coordination, dexterity, and precision in fine motor tasks, which are essential for activities such as writing, using utensils, and manipulating objects.

Reference:

Burden, J. P. (n.d.). Occupational therapy (OT). Colorado Department of Education. https://www.cde.state.co.us/cdesped/rs-ot

Ritter, L. (2020, January 10). IEP and IFSP 101: Everything you need to know from planning to implementation. OccupationalTherapy.com. https://www.occupationaltherapy.com/articles/iep-and-ifsp-101-everything-5079-5079

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Who could benefit from physical therapy?

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Who could benefit from physical therapy?

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1. Students with Cerebral Palsy:

Physical Therapy can help improve their muscle tone, coordination, balance, and mobility. Physical therapists can work on stretching exercises, strengthening activities, and assistive device training to enhance students' physical abilities and independence.

2. Students with Autism Spectrum Disorder (ASD): Physical therapy can assist in developing motor skills, coordination, balance, and body awareness. Physical therapists can use play-based activities, therapeutic exercises, and sensory integration techniques to support the student's motor development and overall physical well-being.

3. Students with Down Syndrome:

Physical therapists can improve muscle strength, joint mobility, balance, and gross motor skills. They can also guide proper posture, movement patterns, and adaptive equipment usage.

4. Students with Spina Bifida:

Physical Therapy focuses on enhancing their mobility, strength, coordination, and independence. Physical therapists can provide exercises, gait training, and assistive device recommendations to address the specific challenges associated with spina bifida.

5. Students with Muscular Dystrophy:

Physical therapy can improve their muscle strength, mobility, and functional abilities. Physical therapists can provide stretching exercises, strengthening activities, and energy conservation strategies to optimize the student's physical functioning and quality of life.

6. Students with Physical Impairments or Orthopedic Conditions:

Students with physical impairments or orthopedic conditions such as limb deficiencies, amputations, or fractures can benefit from physical therapy. Physical therapists can focus on strengthening, range of motion exercises, mobility training, and adaptive equipment recommendations to enhance their physical capabilities and participation in daily activities.

Reference:

Ape SBPT Resource - UNC School of Medicine, www.med.unc.edu/healthsciences/physical/schoolbasedpt/wp-content/uploads/sites/662/2019/05/APE-SBPT-resource.pdf.

“What Are Some of the Most Common Related Services Used in Schools?” IRIS Center, iris.peabody.vanderbilt.edu/module/rs/cresource/q2/p07/.

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What activities can be provided to students to improve their academic achievement, physical and social-emotional well-being?

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What activities can be provided to students to improve their academic achievement, physical and social-emotional well-being?

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1. Language and Communication Skills:

Articulation Exercises: Engaging in activities that target specific speech sounds can improve articulation and intelligibility.

Language Expansion: Implementing activities that focus on expanding vocabulary, sentence structure, and language comprehension can enhance overall communication skills.

Social Communication Training: Conducting activities that promote social pragmatics, such as turn-taking, initiating conversations, and understanding nonverbal cues, can improve social interaction and communication.

2. Academic Support:

Reading and Writing Skills: Incorporating activities that target phonological awareness, reading fluency, and writing skills can support academic achievement in language-based subjects.

Assistive Technology: Utilizing assistive technology tools, such as speech-to-text software or communication apps, can assist students in overcoming communication barriers and participating actively in academic tasks.

Collaborative Goal Setting: Working closely with educators and parents to establish academic goals and develop strategies to support students' communication needs in the classroom.

3. Social-Emotional Development:

Social Skills Training: Organizing activities that focus on developing social skills, such as perspective-taking, conflict resolution, and empathy, can enhance students' social-emotional well-being and their ability to navigate social interactions.

Self-Advocacy Skills: Providing guidance and support for students to express communication needs and advocate for themselves in various social contexts.

Counseling and Emotional Support: Collaborating with school counselors or mental health professionals to address emotional challenges related to communication difficulties and foster resilience.

Reference:

“Improving Well-Being at School - Democratic Schools for All - Www.Coe.Int.” Democratic Schools for All, www.coe.int/en/web/campaign-free-to-speak-safe-to-learn/improving-well-being-at-school.

Selby. “Effective SEL Activities for Students with Special Education Needs: A Comprehensive Guide.” Everyday Speech, 21 Aug. 2023, everydayspeech.com/sel-implementation/effective-sel-activities-for-students-with-special-education-needs-a-comprehensive-guide/.

Supporting Child and Student Social, Emotional, Behavioral, and Mental ..., www2.ed.gov/documents/students/supporting-child-student-social-emotional-behavioral-mental-health.pdf.

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What activities can be provided to students to improve their academic achievement, physical and social-emotional well-being?

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What activities can be provided to students to improve their academic achievement, physical and social-emotional well-being?

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Physical Activities:

Therapeutic Exercises: Implementing specific exercises tailored to the students' needs can improve their physical strength, flexibility, balance, and coordination.

Gross Motor Skills Training: Engaging in activities focusing on developing gross motor skills, such as running, jumping, and throwing, can enhance physical abilities.

Academic Activities:

Task Modification: Modifying academic tasks to accommodate the students' physical limitations can ensure their active participation and promote academic achievement.

Assistive Technology: Utilizing assistive technology tools, such as voice recognition software or adaptive keyboards, can support students' academic progress and independence.

Individualized Education Plans (IEPs): Collaborating with educators to develop IEPs that address the students' physical needs and provide appropriate academic accommodations.

Social-Emotional Activities:

Group Therapy Sessions: Conducting group therapy sessions can provide students with a supportive environment to discuss their challenges, build social skills, and enhance their emotional well-being.

Social Skills Training: Organizing activities focused on social skills development, such as role-playing, communication exercises, and team-building activities, can foster positive social interactions.

Peer Support Programs: Establishing peer support programs where students can connect, share experiences, and provide emotional support to one another can promote social-emotional well-being.

References:

Afterschool Programs to Improve Social-Emotional, Behavioral ... - Aspe, aspe.hhs.gov/sites/default/files/private/pdf/265236/4_MCASP_LiteratureReview.pdf.

Supporting Child and Student Social, Emotional, Behavioral, and Mental ..., www2.ed.gov/documents/students/supporting-child-student-social-emotional-behavioral-mental-health.pdf.

“What Is Included in the IEP Document?” IRIS Center, iris.peabody.vanderbilt.edu/module/iep01/cresource/q3/p08/.

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Who could benefit from occupational therapy?

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Who could benefit from occupational therapy?

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Students with fine motor skill challenges

Occupational therapists can help improve their fine motor skills. This may include exercises to enhance hand and finger strength, coordination, and dexterity. Occupational therapists may use tools like puzzles, building blocks, and toys to help students develop the precise movements required for tasks such as writing, using utensils, and manipulating small objects.

Students with gross motor skill challenges

Occupational therapy can address gross motor skill challenges through targeted interventions to improve coordination, balance, and strength in larger muscle groups. Students can participate in exercises, games, and sports activities that help them develop their gross motor skills.

Students with sensory processing issues

Occupational therapy can provide strategies to help students effectively process and respond to sensory information. This can include introducing sensory integration techniques and self-regulation strategies.

Students with social interaction difficulties

Occupational therapy can help students with social interaction difficulties learn social cues, effective communication, and how to engage more successfully in social environments. Occupational therapists may use techniques such as role-playing and social stories to facilitate social engagement.

Students with learning challenges

Occupational therapy can support these students by addressing underlying skills necessary for academic success. Occupational therapists may work on attention and concentration, organizational strategies, and self-regulation techniques.

Students with play skill deficits

Occupational therapy can help students develop essential play skills that contribute to overall development. Therapists may focus on facilitating play engagement and teaching problem-solving strategies. These interventions can enhance students' social interaction, communication skills, creativity, and problem-solving abilities.

Reference:

Unlocking the benefits of occupational therapy for children. Growing Early Minds. (2023, August 21). https://growingearlyminds.org.au/tips/unlocking-the-benefits-of-occupational-therapy-for-children/

Does my child need occupational therapy?. University of Utah Health. (n.d.). https://healthcare.utah.edu/life-skills-clinic/does-my-child-need-occupational-therapy

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What activities can be provided to students to improve their academic achievement, physical and social-emotional well-being?

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What activities can be provided to students to improve their academic achievement, physical and social-emotional well-being?

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1. Chair Push-Ups (Body Awareness and Attention)
Chair push-ups are one of the heavy work activities that can help students with sensory processing challenges improve their overall body awareness. This activity can also be used to calm their overactive nervous system and improve their focus and attention.

Ask students to pull their chairs out from their desks and sit down. Talk students through the following movements, modeling the movement to support understanding.

Have students place their hands on the sides of the chair and push down to lift the bottom of the chair.

Make sure students go slow when lifting and lowering to work the muscles. Remind them to keep their back straight to keep their core muscles tight.

Continue for ten to twenty repetitions.

2. Rush Hour Game (Problem-solving Skills)

Rush Hour is a game that challenges students to problem-solve and strategize to clear a path for the engine by moving the trains. This game encourages a trial and error approach, where students persistently attempt different moves until they find the solution. This can enhance students’ cognitive skills, such as problem-solving, logical reasoning, and spatial relations.

Ask students to match all the trains to look like the picture card by making sure they pick the right train, color, and size.

Ask students to problem-solve and sequence how to move the different trains out of the way in order to get the engine out of the traffic.

3. Minute to Win It (Time-management)

Minute to Win It is an activity that requires students to complete a task within a limited timeframe. By participating in this activity, students learn the concept of time constraints and how to manage their time effectively. They need to strategize and plan their approach to complete the task within the one-minute timeframe given. They also learn to manage their emotions and remain calm and focused.

Set up a small challenge and set the timer for one minute.

Give students one stack of 10 to 15 plastic cups.

Explain that they get one minute to stack all the cups into a pyramid and then unstack them, making a single stack again.

4. Walk the Tightrope (Gross Motor Skills)
Balance and coordination are crucial aspects of gross motor skills development. When students attempt to walk on the line, their vestibular system helps adjust their body and maintain an upright position while taking precise steps forward.

Put a taped line on the floor and ask students to walk along the line.

For a challenge, scatter pillows on the floor and have the floor become “Hot Lava.” Ask students to jump from pillow to pillow. This would require greater coordination and balance.

Make it a fun game of who can make it the farthest without falling off the pillows.

5. Social Stories (Social Skills)

Social stories are effective tools for teaching social skills and preparing students for specific social situations they may encounter. They provide precise and sequential information about everyday events and help students understand and navigate social interactions.

Develop a personal social story tailored to the student's needs or a specific social situation. Include relevant photos or images that represent the student's classroom, teachers, and other areas of the school.

Sit down with the student and go through the social story together. Use the photos or images included in the story to enhance understanding and engagement. Pause at key points to discuss and clarify any questions or concerns the student may have.

The following example social story illustrates how to prepare a student for an occupational therapist visit.

An Occupational Therapist will be coming to see me at school.

An Occupational Therapist works with children to help them learn new skills.

My Occupational Therapist will meet me in my classroom at school.

My Occupational Therapist might take me to another room.

I will do some activities sitting at the table or using equipment in the room.

My Occupational Therapist will be so proud of me for doing my best with the activities.

I will say goodbye to my Occupational Therapist and then go back to my classroom.

Reference:

Routines, Breaks & Visual Schedules. The OT Classroom. (n.d.). https://sites.google.com/view/theotclassroom/sensory-regulation/routines-breaks-and-visual-schedules?authuser=0

Visual Perception Skills. Chicago OT Therapy. (n.d.). https://chicagooccupationaltherapy.com/articles/2858/

The Therapeutic Benefits of the Game, Rush Hour. MissJamieOT. (2022, September 18). https://missjaimeot.com/rush-hour-game/

Smith, D. (2023, May 30). Executive functioning and occupational therapy . Associates in Pediatric Therapy. https://kidtherapy.org/helpful-articles/executive-functioning-and-occupational-therapy/

Allen, A. (2024, January 3). Occupational therapy exercises for children. Ivy Rehab. https://www.ivyrehab.com/news/occupational-therapy-exercises-for-children/

Fun Vestibular Activities Using Items You Have at Home. Chicago OT Therapy. (n.d.). https://chicagooccupationaltherapy.com/uncategorized/fun-vestibular-activities-using-items-you-have-at-home/

Social Stories. Building Blocks Therapy. (n.d.). https://www.buildingblockstherapy.com.au/social-stories/

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Under the IDEA, speech therapy is associated with Speech or language impairment. Speech or language impairment covers difficulties with speech or language in four major areas: articulation, fluency, voice, and language. Based on IDEA, speech-language pathologists provide services to children with Speech or Language Impairments, such as identification, diagnosis, and speech and language services for the habilitation or prevention of communicative impairments. (34 C.F.R. 300.34(c)(15)).

Articulation disorders: Individuals with articulation disorders may be unable to produce certain sounds or form particular sounds incorrectly. It can make their speech hard to understand and affect socialization and learning. Speech therapy helps these students improve their articulation skills, enabling clearer and more accurate speech.

Fluency disorders: Fluency disorders involve chronic and repeated interruptions to speech flow, such as stuttering and cluttering. Speech-language pathologists can work with these individuals to improve the smoothness and rhythm of their speech, reducing interruptions and promoting fluent communication.

Voice disorders: When an individual's voice has an abnormal quality to its pitch, resonance, or loudness, it can prevent them from communicating with others or expressing themselves. During speech therapy, they learn to enhance vocal production and proper voice projection techniques to improve their overall voice quality.

Language disorders: Individuals may have trouble understanding words they hear and read (receptive language disorder) or speaking with others and expressing their thoughts and feelings (expressive language disorder). Speech-language pathologists address these language disorders by targeting vocabulary development, sentence structure, comprehension skills, and social communication.

Reference:

Speech and language impairment. Michigan Alliance for Families. (2023, August 24). https://www.michiganallianceforfamilies.org/speech-and-language-impairment/

Articulation Disorders. Cleveland Clinic. (n.d.). https://my.clevelandclinic.org/health/diseases/23454-articulation-disorder

Fluency Disorders. Cleveland Clinic. (n.d.). https://my.clevelandclinic.org/health/diseases/23480-fluency-disorder

Voice Disorders. Cleveland Clinic. (n.d.).

https://my.clevelandclinic.org/health/diseases/23339-voice-disorders

Fraser , M., Samnishanth, R., & Sather , R. (n.d.). Language Disorders - Developmental and Behavioral Pediatrics . Golisano Children’s Hospital. https://www.urmc.rochester.edu/childrens-hospital/developmental-disabilities/conditions/language-disorders.aspx

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Students with articulation disorders

Speech therapy can help them learn how to correctly produce sounds through exercises, drills, and techniques, allowing others to understand their speech more easily.

Students with fluency disorders

Speech therapy for students with fluency disorders involves slow and smooth speech and breathing exercises. SLPs can also address any emotional or psychological aspects of stuttering or cluttering to build their confidence and self-esteem in communication.

Students with voice disorders

Speech therapy can provide them with targeted interventions by evaluating and addressing their vocal production, breath control, voice quality, vocal hygiene, and vocal projection.

Students with language disorders

Speech therapy can help them improve their vocabulary, sentence structure, grammar, comprehension skills, and social communication. SLPs may use a variety of techniques, such as visual aids, interactive activities, and communication strategies, to help them improve their language abilities.

Students with Autism Spectrum Disorder (ASD)

Speech therapy can help them interact socially, understand emotions, use appropriate gestures, and develop effective communication strategies based on their individual needs and abilities.

Students with hearing impairments

SLPS can help enhance their auditory processing and promote effective communication strategies. They may also use visual cues, sign language, or other alternative communication systems to facilitate communication and language development.

Reference:

What are the eligibility criteria for students with speech and language disorders?. Special Education Rights & Responsibilities. (n.d.). https://serr.disabilityrightsca.org/serr-manual/chapter-3-information-on-eligibility-criteria/3-4-what-are-the-eligibility-criteria-for-students-with-speech-and-language-disorders/

Voice disorders. American Speech-Language-Hearing Association. (n.d.). https://www.asha.org/practice-portal/clinical-topics/voice-disorders/#collapse_6

Benefits of Speech Therapy for Children with Autism. Arizona Autism United. (2021, August). https://azaunited.org/blog/benefits-of-speech-therapy-for-children-with-autism

Larrazabal, M. (2023, October 17). Impact of hearing loss and how speech therapy helps. Better Speech. https://www.betterspeech.com/post/the-impact-of-hearing-loss-in-speech#:~:text=In%20addition%20to%20helping%20with,%2C%20and%20start%2Fmaintain%20friendships.