Finding your place in the classroom setting:

Successfully Collaborating with classroom

teachers.

Gretchen Ward, MS. OTR/L Dana Carlton , MEd March 11. 2017 2017 Annual Virginia Occupational Therapy Association School Systems Symposium Virginia Beach, VA

Objectives

• Welcome and Introduction

• Overview of Grafton Integrated Health Network

• Teacher Perspective and Theory

• Collaboration within our Setting

• Resources

• Application and Future Implications

Welcome

My Mission Statement:

To build a collaborative culture in which occupational therapy is an integrated part of service delivery throughout the organization through consultation, education, team building activities, and development of a sustainable fieldwork program, and intervention model to create an optimal person, environment occupation fit for all clients to live life to its fullest.

Welcome

My Mission Statement

To elevate my students to their highest academic and behavioral potential by creating a therapeutic learning environment using any means possible to engage and instruct them on their IEP goals and the Virginia Standards of Learning. To model cooperation, love of learning, and grace in how I conduct myself in the classroom. To love the students that cross my path.

Introduction:

Collaboration

Benefits of Collaboration OT Perspectives •Better carry over into the classroom •Increased understanding of OT among stake holders •Improved client outcomes

TEACHER Perspectives • Better carry over/generalization of skills •Increased understanding of academic needs by OT •Improved client outcomes

•It’s more fun to work as a team!

Introduction:

Collaboration

Barriers to Collaboration • Lack of Time • Egos/Territorialism • Misunderstanding of

Scope of Practice • Past Experiences • Inflexibility •Classroom Chaos

Introduction:

Collaboration

Break Down the Barriers • Learn from the other’s perspective

• Mutual Understanding and Respect

• Equality Among Team Members

• Identify Common Purpose

• Voluntary Participation

• Joint Responsibility

• Collective Decision Making

(Hanft & Shepherd,2008)

Overview:

Grafton Integrated Health Network

Overview:

Grafton Integrated Health Network

• Residential – Dorms – Residential Instructors – Individual Therapy – Group Therapy – Nutritional Services – ABA

• School - Fully accredited day school

- 2 elementary - 2 Middle School - 2 CTE - 2 Credit Track high school - STAR

- OT - SLT - Music Education - Art Therapy - Equine Therapy (off site) - Individual Therapy

Organization: Berryville- Psychiatric Treatment Center

Special Education

• Focus is on ACCESS to the regular education curriculum (level playing field)

• Requires a deep understanding of state standards and how to adapt and modify

• Child First…though a detailed knowledge of how disabilities typically manifest is required

• IEP process requires teacher to become an expert on the individual child (strengths, weaknesses, helpful accommodations)

• Focus on TRANSITION (where is this child heading?)

• Universal Design • LRE-Least restrictive

environment requires a continuum of services

• Client Specific Recommendations

• Whole Class Impact

– Loops and Other Groups Started with previous OT

– Zones of Regulation Started with me continued with current OT

– Environmental Adaptations

• Outside Collaborations

Examples of Successful Collaboration

Successful Collaboration

Zones of Regulation

• Ryan

– Background Individual OT 2 times per week

Goals focused on handwriting and alignment

Difficulty with spelling , visual memory , and body awareness

Very prompt dependent for writing tasks

– Results Collaborated with writing strategies- visual cues, bolded lines,

writing rules on desk

Spelling Book of words created in OT session

Examples of Successful Collaboration –

Client Specific Examples

• Cheyenne

– No IEP

– Whole class handwriting group Cursive

• Billy

– IEP- NO OT

– Handwriting difficulties

– Recommended for OT eval Left with OT on IEP

Examples of Successful Collaboration –

Client Specific Examples

Examples of Successful Collaboration –

loops and other groups

Examples of Successful Collaboration –

seating

Examples of Successful Collaboration –

seating

Examples of Successful Collaboration –

Environmental Adaptation

Examples of Successful Collaboration –

Environmental Adaptations

Examples of Successful Collaboration –

Sensory Friendly

Examples of Successful Collaboration –

Environmental Adaptations

Examples of Successful Collaboration –

Sensory Exploration

Examples of Successful Collaboration –

Sensory Exploration

Examples of Successful Collaboration –

Sensory Friendly

Resources:

Collaborating for Student Success

2nd Edition Published in 2016 available from AOTA

Applications and Future Implications

What can YOU do?

Where in your practice do you see an opportunity for collaboration?

What are some of the barriers you are facing?

Applications and Future Implications

What can WE do?

Do you see this as a model that can be developed in community schools?

How can this model be supported?

Ideas?

Wrap up

Feedback

Please take a moment and jot down

– 1 thing you learned today

– 1 thing you would like to know more about

– 1 thing you can apply to your practice

– Any other feedback

References

• American Occupational Therapy Association. (2014). Occupational therapy practice framework: Domain and Process, 3rd edition. American Journal of Occupational Therapy, 68, S1-S48. Retrieved from http://ajot.aota.org/article.aspx?articleid=1860439

• American Occupational Therapy Association. (2015). Successful Participation at School: Strategies for Students With Autism Spectrum Disorder (ASD). [web content] Retrieved from http://www.aota.org/-/media/Corporate/Files/AboutOT/Professionals/WhatIsOT/CY/ASD-Tips-for-Educators-Successful-Participation-at-School.pdf

• CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. [web content] Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

• Casillas, D. (2010). Teacher’s Perceptions of School Based Occupational Therapy Consultation Part 1.Special Interest Section Quartly: Early Intervention and Schools, 17(1), 1-3. Retrieved from http://www.aota.org/-/media/corporate/files/secure/publications/sis-quarterly-newsletters/eis/eissis_march_2010.pdf

• Hanft, ,B. & Shepherd, J.(2008). Collaborating for School Success: A Guide for School Based Occupational Therapy. Bethesda, MD: AOTA Press.

• Kuypers, Leah M. (2011). The Zones of Regulation: A Curriculum Designed to Foster Self regulation and Emotional Control. San Jose: Think Social Publishing, Inc.