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Special Education Services sped, References: :pen: Organization for…

- - - - Specific ways counselors can provide tools to all students with identified disabilities to advocate for themselves
        
        Students will learn how to advocate for accommodations within the workplace that will enable them to complete their work efficiently
        
        modified desks
        
        Adapted computer programs
        
        Accessible workplace
  - - - Autism
        
        Specific ways school counselors can help students with autism
        
        Sponsor a school club for students who want to be social role models for students with autism
        
        This will provide a network of students in the school that are trained to know how to be a friend, what to expect and how to demonstrate appropriate social norms for students with autism
        
        Teach a Social Skills program to students on the autism spectrum
        
        The social skills curriculum is difficult for the teacher to add to the inclusive environment and is more focused to give students tools to use every day to help them connect with their peers, family and teachers.
        
        FRIEND by Autism Awareness Center
      - Hearing imparments
      - Vision imparments
      - Developmental Delay
      - Emotional Disturbance
      - TBI
      - Orthopedic imparments
      - Deaf/Blind
      - Specific learning disabilities
      - Intellectual disability
      - Multiple disabilities
      - Other health impairments
      - Speech/Language Imparments
    - - Assisting with developing an academic plan
      - Assisting with transition and career planning
      - Collaborating with other support services professionals to develop and implement the IEP
      - Short-term, goal-focused counseling services when identified in IEP
      - Encouraging family involvement in the education process
      - Assisting in identifying students for special education services as part of a multidisciplinary team
      - Advocating for students with special needs in the community and within the school https://youtu.be/divmxBBQ5Zw
        Professor to professor
      - School counseling curriculum to all students
      - Individual or group counseling for students with special needs that is within the schools' counseling program
        
        Teaching the student to be:
        Resilient
        Compassionate
        Forgiveness
        
        https://www.youtube.com/watch?v=zj7jHAt1tqM
        
        Acknowledges that there are a lot of negative perceptions about different disabilities that your students will have to face their entire years. Giving them tools to be resilient in the face of these challenges, compassion towards others perspectives and forgiveness for wrongdoing strengthens the character of the student and enriching their lives.
- - - - Occupational therapy services for students with special needs are determined through the IEP process. School-based occupational therapy is available for students who are eligible for special education. Occupational therapists complete evaluations and assessments, and work with other members of the school-based team to help determine what is needed for a student to receive a free, appropriate public education in the least restrictive environment. They collaborate with the team to identify a student’s annual goals and determine the services, supports, modifications, and accommodations that are required for the student to achieve them, including addressing transition needs no later than 16 years of age. When the IEP team determines that occupational therapy is needed in order for a student to meet his or her annual goals, then occupational therapy should be included in the student’s IEP. In some instances, students whose disability affects their participation in school but who do not qualify under the Individuals with Disabilities Education Act (IDEA), may be eligible to receive occupational therapy under other federal laws such as Section 504 of the Rehabilitation Act and the Americans with Disabilities Act.
        
        What can occupational therapy do for you?
        
        Occupational Therapy Shifts From Tactile to Digital
  - - - Occupational therapists play a critical role in educating parents, educators, administrators and other staff members. They offer services along a continuum of prevention, promotion, and interventions and serve individual students, groups of students, whole classrooms, and whole school initiatives. They collaborate within the education team to support student success.
        
        Interventions include:
        
        Conducting activity and environmental analysis and making recommendations to improve the fit for greater access, progress, and participation
        
        Reducing barriers that limit student participation within the school environment
        
        Providing assistive technology to support student success
        
        Supporting the needs of students with significant challenges, such as by helping to determine methods for alternate educational assessment and learning
        
        Helping to identify long-term goals for appropriate post-school outcomes
        
        Helping to plan relevant instructional activities for ongoing implementation in the classroom
        
        Preparing students for successfully transitioning into appropriate post–high school employment, independent living, and/or further education
  - - - Living with an Autism Spectrum Disorder (ASD): The Preschool Child
        
        To help a preschool child with self-care activities like getting dressed, eating, and brushing teeth on his or her own.
        
        An occupational therapy practitioner will:
        
        Teach the child new ways of doing things or help the child link one step of the task to the next.
        
        Help the child develop physical, mental, and perceptual skills that will help him or her to do self- care activities.
        
        Create individual ways for the child to succeed, such as breaking the task into small, simple steps; helping the child stay calm and organized; and determining the reminders that best help the child learn.
        
        To help the child tolerate different sensory experiences, such as sights, sounds, touch, smells, taste and textures, and movement.
        
        An occupational therapy practitioner will:
        
        Evaluate the child’s ability to integrate different sensory information and create a profile to help select the best treatment.
        
        Create ways to support the child when he or she expresses discomfort or becomes distressed.
        
        Help the child become more comfortable with new sensory experiences.
        
        Identify calming or stimulating sensory experiences that the child can use throughout the day.
        
        Teach the child coping skills for when things don’t go as planned.
        
        To help the child play with others and with toys.
        
        An occupational therapy practitioner will:
        
        Determine new ways for the child to play with toys or pretend materials (e.g., in the dress up or play kitchen areas at preschool) so he or she is comfortable.
        
        Teach specific social behaviors, such as sharing, making eye contact, asking for more of a preferred activity, indicating “all done” with an activity, and taking turns.
        
        Help the child be flexible when playing with friends and learn to go from one activity to another with less distress.
        
        Support parents so that they can help their child learn new skills, vary how they play with your child, and break complicated activities into smaller steps.
        
        Share ways to build up to new experiences based on the child’s particular skills and challenges.
    - - If developmental concerns are noted, occupational therapy practitioners may refer families to screening tools such as the Modified Checklist for Autism in Toddlers (M-CHAT; https://www.m-chat.org), and recommend early intervention services.
    - - Occupational therapy interventions include:
        
        independent living skills training and modifications
        
        motor development and motor planning skill development
        
        sensory integration and sensory-based strategies
        
        positive mental health strategies
        
        social emotional development and self-regulation strategies and programs
        
        behavioral approaches, in collaboration with team members to support participation
        
        peer group and peer-mediated strategies
        
        social participation activities
        
        play and/or leisure participation activities
        
        cognitive-behavioral approaches that support positive behaviors
        
        visual supports such as schedules, timers, and video modeling
        
        technology recommendations in education and work activities
        
        strategies to support personal responsibility and self- advocacy skills
        -approaches and strategies to promote transition to adulthood
        
        Occupational therapy intervention is proven to impact on improving the communication, interaction skills and motor skills of some of the most complex and ‘hard-to-reach’ children. Children are more regulated following intervention which reduces anxiety and increases these children’s opportunities to thrive and achieve in the overwhelming environment in which we now live.
        
        Strategies:
        1. For the child who is overwhelmed by excessive noise, try offering them ear defenders or allow then to use an MP3 player whilst concentrating.
        2. For the child who becomes agitated by touch, allow them to stand at the front or back of the queue to avoid being bumped. Allow them to transition to the next lesson 3 minutes before others to avoid corridor collisions.
        3. For the child who cannot sit still, include regular movement breaks, try alternative seating e.g. wobble cushion to allow fidgety movement.
        4. For the child who seeks hugs try lycra undergarments, trial rash vests and rugby base layers that are cheaply available from many sports outlets.
        5. For the child who struggles at the black print on a white background, change the paper to a buff colour and consider the font. This is less stressful on the eyes. Consider your presentation layout for PowerPoints too.
        6. If a child is overwhelmed by smell, use a sweatband with a drop of oil, shampoo, aftershave etc. that they like. Allow the student to take this with them to mask the smell they find uncomfortable.
        7. Food play should be encouraged for those children with a limited diet. There should be no pressure on the child and this should not be done at mealtimes. The aim is purely to reduce the fear of food.
        8. The use of a quiet, calming room/space within the classrooms and at home are essential for calming. Use a pop up tent, blanket over a table or under a cabin bed. Add bean-bags, sensory toys etc...
        9. For children who want to chew offer alternatives like commercially available chew toys, crunchy bread sticks or carrot sticks.
        10. For children who dislike having their teeth brushed, try a vibrating toothbrush, Collis Curve toothbrush (this cleans all surfaces in one movement) and use unflavoured toothpaste such as Oralnurse.
        
        Examples of Occupational Therapy in Action
        
        Goal: For John to be able to participate in his classroom during seated writing activities for 10 minutes, with verbal prompts from the teacher and a visual schedule.
        
        Main Strategies:
        
        Attend to John’s needs by providing appropriate tables/chairs, “just right” pen/pencil sizes, adequate lined paper, headphones to filter distracting noises, and a slant board to improve eye-hand coordination.
        
        Develop John’s sensory processing and motor skills by creating obstacle courses he can use throughout his school day, age-appropriate play opportunities and gradual exposure to sensory triggers. This supports problem-solving and coping mechanisms.
        
        Together with John’s teacher and parents, develop and implement an individual sensory diet (e.g. jumps, sensory toys, “quiet breaks”, chewy foods and so on) and a sensory ladder for self-regulation.
        
        Collaborate and find the best type of visual schedule.