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Related services for students with special needs, https://www.noodle…
Related services for students with special needs
Speech Therapy
What does it treat?
Speech therapy oversees the treatment and assessment of speech disorders in both children and adults. This therapy is used to improve communication using activities tailored to each specific disorder.
Who benefits from these services?
There are many conditions that can be treated with speech therapy. Some of these conditions can be found in students of all ages.
Articulation disorders
.
An articulation disorder involves difficulty producing certain sounds. People with articulation disorders often substitute the sound they struggle to produce with a different one.
Lisping is one of the most common articulation disorders.
Fluency disorders.
Fluency disorders involve the repetition, blockage, or prolongation of sounds a person produces. Stuttering is one of the most common fluency disorders.
Receptive and expressive disorders.
Receptive and expressive disorders affect the capacity to understand or produce language. These disorders can have multiple causes. For example, receptive disorders can be caused by hearing loss, autism and head injury. Expressive disorders can be caused by head trauma, hearing loss, Down syndrome and other developmental conditions.
Resonance disorders.
Resonance disorders are caused by an obstruction of the airflow in the nose and mouth. People with cleft palate can also have this speech disorder.
Dysarthria
Dysarthria: a motor speech disorder caused by muscle weakness due to brain damage. People with dysarthria has weaker face, mouth and respiratory system muscles. This condition can be mild or severe and can manifest itself at an early age.
Speech therapy activities
Speech therapy activities can help students with the following:
Building or boosting phonological awareness skills.
Using rhyming patterns, the therapist can help a child identify the sounds at the beginning of a word.
Building vocabulary.
The therapist can use games, stories or mimicking to help a child learn and remember new words, thus improving their language skills.
Improving social interactions.
The therapist can help the child learn to interpret what certain tones of voice, body language and emotions mean in social situations.
Stuttering.
The therapist can teach the child how to control their speaking speed since the chances of stuttering increase the faster you speak.
Dysphagia.
A speech therapist can use exercises to build strength in the child’s mouth, improve tongue movement and chewing.
Occupational Therapy
Laws
Occupational therapy practitioners provide a continuum of service and support to students and personnel under the Individuals with Disabilities Education Act (IDEA), the reauthorization of ESEA, most recently enacted as The Every Student Succeeds Act (ESSA), and Section 504 of the Rehabilitation Act of 1973.
Occupational therapy services for students with special needs are determined through the IEP process.
When the IEP team determines that occupational therapy is needed for a student in order to meet his or her annual goals, then occupational therapy should be included in the student’s IEP.
What are the benefits of OT services?
OT services are intended to improve a student’s ability to function in his/her educational program and may include the following:
Self-help skills or adaptive living, such as eating and dressing
Functional mobility, such as moving safely through school
Positioning, such as sitting appropriately in class
Sensory-motor processing, such as using the senses and muscles
Fine motor performance, such as writing and cutting
Gross motor performance, such as walking and athletic skills
Life skills training/vocational skills
Psychosocial adaptation
What is occupational therapy(OT)?
School-based occupational therapy is designed to enhance the student's ability to fully access and be successful in the learning environment. For children, whose "occupation" is school and play, therapy focuses more sharply on developmental milestones and skills required for the playground and academic activities.
School-based occupational therapy practitioners are occupational therapists (OTs) and occupational therapy assistants (OTAs) who use meaningful activities (occupations) to help children and youth participate in what they need and/or want to do in order to promote physical and mental health and well-being.
Example in School
Video of Sensory Room from Meriden Public Schools
At Hanover, there are five classes of eight or nine students with autism. Each of these classes comes to the sensory room for half an hour a day. Specialists can also schedule time with the physical and/or occupational therapists for one hour a week. The physical therapist and occupational therapist collaborate with each specialist to provide programming, music, and lesson plans.
A sensory room—a therapeutic space with a variety of equipment that provides students with special needs with personalized sensory input—helps these children calm and focus themselves so they can be better prepared for learning and interacting with others.
Educators (include occupational therapists (OTs) ) adjust the following program to meet individual students’ needs.
Bouncing ball
: Students always start by bouncing on a ball in time to a metronome. It’s very important to provide consistency, and starting (and ending) each session on a bouncing ball allows for ease of transition and provides predictability. Next, students either do a set rotation among the stations or make their own choices.
Circuit rotation or chosen activities
: After the ball, a student may do a set rotation, visiting several stations for three to five minutes. This provides a great deal of sensory input and exposes students to the different areas of the room. Or a student may choose a desired activity and stay there for a directed amount of time. It’s very important that students have enough time in a chosen station to feel the desired effect.
Yoga
: The occupational and physical therapists have posted images of yoga poses on the walls in the Hanover sensory room, and make themselves available to help as needed.
Bouncing ball
: Students end each session by bouncing on a ball.
Physical Therapy
Laws
a signed parent consent is required to initiate an evaluation or screening
a teacher, another service provider or a parent can refer a student for a PT observation or screening. Therapists will use a variety of tools to identify deficits that can impact a students' learning in the school environment.
Examples of students who qualify:
a student cannot safely navigate through the school environment
difficulty maintaining posture in class
observing students on the playground
how the student navigates in the hallway or walking through a busy classroom
In the IDEA, physical therapy is identified as a meaningful service within the school system, and designated as a "related service" (IDEA) or "pupil service" (ESSA). Nearly 7,000 physical therapists work in the school setting across the U.S., serving both the general education and special education student populations.
Who benefits?
In school, physical therapists' main goal is to help students achieve educational benefits within their educational environment.
School based physical therapy is different from medical based physical therapy. School based physical therapy is related to educational needs and ensuring they have all the tools they need to have physical access to their education.
students struggle within these areas:
classroom
transportation
transition
bathroom
mealtime
playground / recess
Physical therapists work with children and adults who have a range of disabilities, from motor to behaviorally-expressed challenges.
Physical therapists help students, young and old, to strengthen their muscles and improve their everyday movements.This can include aiding individuals after injuries, as well as supporting those with lifelong motor-coordination difficulties related to conditions like:
-cerebral palsy
-Down’s syndrome
-autism spectrum disorders
-gross motor dyspraxia
-austism spectrum
Physical Therapist responsibilities:
participation in various school teams such as the assistive technology team, the Response to Intervention team, the preschool assessment team, or another team as determined by the school
collaboration with teachers and other school personnel in promoting wellness and learning of students with or without disabilities
consultation with parent/guardians to optimize their opportunities for practice and improvement at home via home or community activity programs
liaison to community-based resources to enhance the student's participation in the community and access to healthcare and other benefits
provision and maintenance of assistive technology, including designing programs for use
advocacy for the student's needs within the school and in the community
documentation that includes encounter attendance, correspondence and others
https://www.noodle.com/articles/how-physical-therapists-help-students-with-disabilities