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Module 23: Unit 1: Activity 1: Related Services for Students with Special…

- - - - Definition: Slow to meet or not reaching milestones in one or more of the areas of development (communication, motor, cognition, social-emotional, or, adaptive skills) in an expected way for a child’s age.
      - A physical therapist can evaluate a student and the environment in which the student moves and the physical therapist can give detailed guidance on building motor skills 1 step at a time to reach established goals. The therapist may guide the child’s movements or provide cues to help the child learn a new way to move. Physical therapy to help the student with movements that use a lot of muscle groups
    - - Definition: A severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractors).
      - Physical therapy is geared toward OI b/c it can help to improve the student's strength, posture, and range of movement. The physical therapists also assess the school and classroom to determine its accessibility to the student.
    - - Definition: Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-- (i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (ii) Adversely affects a child's educational performance.
      - Physical therapy is geared toward OHI b/c it can help to improve the student's strength, posture, and range of movement.
    - - Multiple disabilities means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.
      - Physical therapy can ease physical challenges for students classified as MD, and in turn, therapy can improve a student’s ability to function inside the classroom.
    - - Definition: Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
      - Physical Therapy is geared towards TBI because a physical therapist can help the student advance in the areas of motor abilities and physical functions.
- - - - Definition: Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. (ii) Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section. (iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.
      - Speech therapy falls under this classification because a speech therapist can help the student progress towards his or her verbal or nonverbal communication goals.
    - - Definition: Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.
      - Speech therapy falls under this classification because a speech therapist can help the student progress in the areas of stuttering, impaired articulation, language impairment, or voice impairment.
    - - Definition: Slow to meet or not reaching milestones in one or more of the areas of development (communication, motor, cognition, social-emotional, or, adaptive skills) in an expected way for a child’s age.
      - Speech therapy falls under this classification because a speech therapist can help the student progress towards his or her communication goals.
    - - Definition: Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
      - Speech therapy falls under this classification because a speech therapist can help the student advance in the areas of language and speech.
    - - Definition: Multiple disabilities means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.
      - Speech therapy fall under this classification because a student who has multiple disabilities may have on or disability that affects the student's verbal and non-verbal communication.
    - - Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
      - Speech therapy falls under this classification because a speech therapist can help the student understand and use language, spoken or written.
- - - - Occupational therapists will help the student participate in day-to-day life. Focusing on your everyday activities that involve school and community life skills, vision, sensory processing, cognitive skills, hand use and upper extremity strength. Occupational therapists can help students work on any of these areas. Participation to everyday activities play an important role in the students social development and strongly influence long-term mental and physical health.
    - - Occupational therapy can help children with learning disabilities to improve their performance at school and learn more easily. An occupational therapist can help children who have problems with attention or concentration, difficulties recalling spelling and writing letters or numbers correctly. Often, these problems are indicative of critical issues with visual perception, motor problems, or attention difficulties.
    - - Occupational therapists evaluate children to determine which stimuli they are sensitive to, then work with each child and his or her family to develop coping mechanisms and treatment plans.
    - - OTs often work with children with Autism Spectrum Disorder (ASD) to help them access their natural environments with greater ease, increase their independence, and improve their ability to take part in activities that are meaningful to the child and family. Children with autism and sensory processing difficulties often receive occupational therapy services as a way to build skills in the areas needed to complete daily activities, such as bathing, dressing, completing schoolwork, handwriting, engaging in play, and more.
    - - Children with severe cerebral palsy can benefit from occupational therapy, primarily through the use of specialized adaptive equipment and assistive technologies. In these circumstances, an occupational therapist will modify and then teach children how to use specialized equipment
    - - For children with developmental delays or a known physical or mental condition associated with a high probability of delays, occupational therapy can help improve their motor, cognitive, sensory processing, communication, and play skills. The goal is to enhance development, minimize the potential for developmental delay, and help families to meet the special needs of the child.
    - - Roberta is 16 years old, lives with her parents and attends school five days a week. Roberta has cerebral palsy which affects all her limbs. She has profound and multiple learning disabilities and currently has no means of consistently communicating with others or interacting with her environment.
        The Occupational Therapist worked in close collaboration with the Speech and Language Therapist. A Physiotherapist was also involved to maintain Roberta’s joint mobility and manage her pain through regular stretching. Roberta underwent an initial phase of assessment to establish her ability to make choices, use her limbs functionally and process auditory and visual information accurately.
        Roberta engaged well with the sessions – she always appeared to enjoy them, laughing and smiling with the Occupational Therapist. She learned to use the switches and began using them in real-life situations when making choices such as what food she wanted. She became quicker at spontaneously controlling her music and there was a noticeable increase in the amount of purposeful movement that she was able to do.
        Activities
        
        Picture communication boards
        
        Voice output communication devices
        
        Augmentative & Alternative Communication (AAC)
      - Ernest - 7 years old / 1st grade. Diagnosis of Autism (ASD) his profile revealed he has difficulty with loud noises, so this leads to behavior challenges in loud places. Ernest’s profile suggested definite differences with auditory processing, vestibular processing, touch processing, and modulation related to all of these areas.
        Treatment plan - targeted improved motor planning for greater success with fine motor, gross motor, and play and self-care activities. His treatment plan also targeted improvement in sensory processing skills as needed for effective participation in gross/fine motor and self-help skills. The occupational therapist also included the family in each treatment session to teach strategies and activities to address Ernest’s needs in home and community environments. Environmental adaptions such as a sensory diet, using earphones in loud environments, and simple visuals were recommended as part of his treatment plan.
        Activities
        
        Encourage your child to list sounds that cause him to be afraid. Make a plan for each sound.
        
        Sensory activity diets can also help children to maintain regulation.
        
        Teach child to use a stress ball
      - Davis is 10 years old, he enjoys playing football and wants to do well at school. Davis has dyspraxia, or developmental co-ordination disorder. Dyspraxia affects a child's planning, processing, and motor co-ordination, which dramatically impacts upon a child's performance in school. Davis struggles to ride a bike, he is never picked for the school football team, and the teachers at his school are expressing concerns regarding his writing. Davis tries very hard to keep up with the class when he is copying from the board, however he just can't keep up. He has to concentrate so hard on making his writing neat and legible, that he often misses the information being taught and the objectives for the lesson.
        Davis received an initial assessment and ongoing monthly treatment. Alongside his ongoing treatment, Davis and his parents worked through a home program of activities to improve his skills, his Occupational Therapist, visited his school to improve his environment and increase his learning opportunities.
        Activities
        
        Use sensory feedback to help kids practice letter formation.
        
        Lace a shoe with long laces that will increase success of the bows staying intact, rather than shorter laces that quickly come undone and require more precision.
        
        Use dressing vests or dressing boards to practice skills step-by-step. Kids work with these tools on a table, rather than working with actual clothing on their body.
        
        Davis's writing became legible and he was able to kick a football with good accuracy and he even managed to get his way onto the school football team.