Procedures

• Age of Majority
• Bus Suspension
• Change of Placement Consideration
• Child Study Process- School Based Intervention Teams
• Disabilities
• Discipline
• Dismisal from Primary Special Education Services
• Due Process - Resolution Session
• Educational Assessment - Guidelines
• Educational Services During Suspensions
• Eligibility Committee
• Extended School Year Services
• Functional Behavior Assessment and Behavior Assessment Plans
• Homebound Instruction
• In-School Suspensions
• Long Term Suspensions and Expulsions - Not Clasified
• Long Term Suspension or Expulsion - Notification to Parents
• Manifestation Determination Review
• Maintenance of Testing Protocols
• Medicaid Procedures
• Occupational Therapy Services
• Placement of Student Outside the Regular School Setting
• Prior Written Notice - Notification of Initiation or Refusal of Change
• Procedural Safeguards
• Prohibition - Mandatory Medication
• Private School Students
• Psychological Assessment - Guidelines
• Re-Evaluation of Eligibility
• Referral for Consideration of Special Education Eligibility
• Reporting a Crime Committed by a Special Education Student
• Screening Procedures
• Social / Cultural Assessment - Guidelines
• Special Education Records: Storage and Disposal
• Service Plans
• Speech Services
• Surrogate Parents - Procedure for Appointment
• Tape Recording at Special Education Meetings
• Video Recording at Special Education Meetings

On this page:

• PURPOSE
• STAFF RESPONSIBILITIES

I. PURPOSE

1. Occupational therapy is a related service that can be provided when a fine motor dysfunction significantly interferes with a student's ability to receive meaningful educational benefit from her/his special education programming. Least restrictive environment must be considered when deciding upon the “placement” for services (i.e. consultation services, direct services in regular classroom, therapy room, etc.).
   
   
2. Occupational therapy works to improve motor foundation skills impaired or lost through illness, injury, or deprivation. These motor deficits must have a significant impact on the student's ability to receive meaningful educational benefit from his/her special education programming in order for the student to be eligible for OT services.

   Motor foundation skill deficits that limit meaningful progress in special education that may be addressed by school-based occupational therapy include:

   • Fine motor skills/manual dexterity
   • Visual motor integration
   • Sensory input (including movement and spatial awareness)
   • Visual perceptual skill development
   • Mobility and transfers for self-care/hygiene (together with PT)
   • Oral-motor skill acquisition (together with speech)
   • Self-care needs (dressing, mealtime management, personal hygiene)
   • Technology equipment use/Augmentative Communication
   • Task-specific strength/range of motion/endurance
   • Task-oriented sitting balance and tolerance
   • Adaptive equipment and compensatory strategies
     

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II. RESPONSIBILITIES

1. Pre-intervention support, identification, consultation, referral, assessment, and intervention.
   
   
2. Adaptation of the environment and selection of assistive devices and other technology to facilitate development and promote the acquisition of school related functional skills.
   

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