Occupational Therapy
Lynn Schoeneck, OTR/L
Nancy Knight, OTR/L
The OT program plays a vital role in building a strong foundation for each child. This foundation is built on development of the sensory systems, allowing these systems to function and communicate efficiently and allowing the child to self-regulate. The use of Integrated Listening Systems, sensory-rich activities, bilateral coordination, and mid-line crossing activities stimulates the development of the foundational sensory systems (vestibular, proprioceptive, and tactile), as well as the cerebellum. The development of the cerebellum and the vestibular system have been shown to play a vital role in one's ability to learn effectively. Please see our multi-sensory page for more information about this connection.
OT also works directly to develop perceptual-motor skills such as bilateral coordination, balance, and hand-eye coordination. These developments not only allow our students to experience success with physical tasks, but they also support academic and social success through its impact on brain development and brain activation.
All students receive group occupational therapy at least three days per week. During this time, the occupational therapists engage the students in activities that develop:
- Efficient sensory processing
- Gross motor strength and coordination (including hemispheric integration and midline crossing)
- Fine motor strength and coordination (e.g., pencil control, cutting, drawing, dressing skills)
- Print and Cursive Handwriting through the Handwriting without Tears program
- Ocular-motor development (visual tracking, saccadic eye movements, convergence/divergence)
- All components of visual perception (e.g., visual discrimination, spatial relations, visual memory)
- Cognitive components such as memory, sequencing, processing speed, attention, and integrating academic work into motor activities
The occupational therapists also have a close working relationship with the teachers. They provide consultation regarding difficulties which specific students are experiencing as well as activities that teachers can integrate into their classrooms to develop foundational visual and motor skills with all the students. Sensory processing needs are addressed through the use of The Alert Program ("How's your engine running?"), sensory diets, and iLs. The Alert Program teaches students to understand and verbalize their sensory needs (e.g., "My engine's running high right now; I need to go through the steam roller to start feeling just right"). Throughout each day, classes participate in both directed movement and free-exploration movement breaks. Directed movement breaks may incorporate Brain Gym exercises, yoga, bilateral and mid-line crossing movements, rhythmic movements and sounds, and obstacle courses. Students also have time for free exploration movement including recess (outdoor playground) and indoor sensory centers (spinning boards, therapy balls, trampoline, compression tunnels, body socks, rice/bean buckets, and steam rollers). Sensory tools available to students during seated work include vibrating pillows, lap/shoulder weights, weighted or compression vests, sit and move cushions, hand fidgets, t-stools, and regular stools.
Watch Video - Occupational Therapy - Visual Skills
Watch Video - Occupational Therapy - Mat Man
Watch Video - Occupational Therapy - Fine Motor Skills
Watch Video - Occupational Therapy - Gross Motor Coordination
Watch Video - Occupational Therapy - Sensory Diet Activities
Watch Video - Occupational Therapy - Sensory Strategies Used in the Classrooms
