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Related Services for Students with Special Needs, download-1 - Coggle…

- - - - organizational, study, and test-taking skills
        
        Goal setting and decision-making
      - Career awareness, exploration and planning
      - Personal/Social
        
        Education on understanding self and others
        
        Peer relationships, coping strategies, and effective social skills
        
        Substance abuse education
        
        Sex education
        
        Individual/family/school crisis intervention
  - - - Reduced violence in schools
        
        More positive school climate
        
        Less bullying incidents
        
        The school becomes more responsive to the needs of students
        
        School counselors can
        
        advocate for students. They can talk to teachers, administrators, and parents on the students' behalf and help fix mistakes.
        
        Provide career advice to help students in their future
        
        Support students who face personal problems.
        
        Help with social skills such as: making and keeping friendships
        
        Help improve organization and self-management skills
  - - - Students who have:
        
        Emotional difficulties
        
        Academic difficulties
        
        Social problems
        
        find it difficult to make friends
        
        Don't know how to keep friends
        
        low academic performance
        
        cannnot manage their time properly
        
        need career advice
        
        do not understand the timetable or school routines
        
        problems at home
        
        depression
        
        anxiety
        
        sadness
        
        anger
- - - - Have at least two years of full-time experience teaching O&M skills in rehabilitation center, a Veterans Administration hospital, or an educational system.
      - Be certified by the Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP) or the National Blindness Professional Certification Board (NBPCB)
      - Have a degree in O&M from an accredited college or university with an established O&M training curriculum and become certified by ACVREP or NBPCB within one year of being hired by a service provider
    - - What happens during the Assessment?
        Depending on your child’s age, ability level, and amount of usable vision, the O&M instructor will evaluate her understanding of basic concepts that underlie orientation and travel, such as those relating to one’s position in space and location in the environment—for example, left and right, inside and outside, and up and down—and her awareness of aspects of the environment, such as sidewalks and streets. Your child’s understanding of the parts of her own body and how they relate to these concepts is also explored.
        
        Interview you, the TVI, the general or special education classroom teacher, and your child about her skills related to travel and about any concerns you might have. The places where you and others would like to see your child learn to travel to and from and where she herself might wish to go are also discussed. The interview may be conducted in-person or via phone or may be a checklist people are asked to complete.
        
        Observe your child in familiar and unfamiliar indoor and outdoor environments to gather information about how she moves through the environment using her vision, if present, and other senses.
        
        Evaluate any O&M skills she has previously learned such as protective techniques, the sighted (human) guide technique, trailing, and use of the long cane.
      - After the Assessment
        The O&M instructor will share the assessment results with you and other members of the educational team. You may want to ask for a copy of the O&M instructor’s report for your files. It’s important to keep this documentation and other assessment reports. Based on the information the O&M instructor shares, it may be determined that your child should receive, or continue to receive, O&M instruction. In cases in which it is determined that at this time your child is not in need of O&M instruction, it does not automatically mean that your child will never need this kind of instruction. For this reason, it is important to have your child’s O&M needs assessed periodically.
    - - O&M instructors generally think of using adapted canes, pre-canes, and alternative mobility devices when students experience difficulty handling the conventional long cane. Students who have a difficult time grasping the conventional cane’s grip, swinging an arc with the long cane, or interpreting the long cane’s feedback, often benefit from learning to use adapted canes, pre-canes, or alternative mobility devices.
      - Regardless of whether mobility professionals are recommending an AMD or pre-cane or the long cane, some families are hesitant about having their child use any type of mobility device. They may feel that the device will call unwanted attention to their child, may be in the way during family outings, or may be too complicated for their child to learn to use. Other families may embrace a mobility device because they believe it helps the public understand that their child is visually impaired, allows their child greater independence, and prepares the child for future travel either alone or with less support.
- - - - appropriate evaluation and assessment
      - measurable outcomes
      - data-driven decision making
  - - - Explaining how a student’s medical, fine/visual motor, or sensory motor problems will affect school performance
        
        Suggesting modifications to school activities and the school environment
        
        Adapting materials for use in school
        
        Helping to set realistic expectations for the student’s performance
        
        Monitoring the effectiveness of therapeutic modifications and accommodations carried out by school personnel
    - - Exploring and monitoring seating and positioning adaptations to increase independence and participation in school activities
        
        Exploring modifications to school activities
        
        Exploring individualized adaptations of school materials to increase independence and school participation
        
        Developing a program of therapeutic activities to support a student’s performance in the educational environment.
        
        Training school staff in techniques for handling, mealtime participation, or helping a student use special equipment and then monitoring use of the techniques
        
        Ongoing reassessment of the student’s needs and the role of OT in addressing those needs
  - - - Factors:
        
        Child has met the functional goals
        
        Deficits are no longer interfering with the child’s ability to function within his/her educational program
        
        Strategies can be implemented by the current educational team
        
        Equipment and environmental modifications are in place and are effective
        
        Level of participation is within expectations for the child’s educational program
        
        Rate of skill acquisition, potential for progress and/or level of function are not likely to change with therapy intervention