What to do if you have fine motor concerns for your child?
Parents are encouraged to first speak to their classroom teacher regarding their concerns. If the teacher also shares these concerns then either the parent or teacher can contact the building occupational therapist.
OTs facilitate a variety of occupational performance skills in regards to each student’s environment. Examples might include:
- In the classroom:
- Seating/positioning modifications
- Classroom management
- Fine motor skill development for handwriting or keyboarding skills
- On the playground:
- Social participation skills
- Motor skills for engagement in activities
- Self-advocacy skills
- In the lunchroom:
- Promote independence in self-feeding
- Develop peer relationships
- Organizing self and materials
- On the school bus:
- Safety Seating needs
- Evacuation procedures
- Through the hallways:
- Geographical orientation
- Locker management
- Self-care in the bathroom
Discharge from school-based occupational therapy The ultimate goal is for the student to achieve functional mobility independence; occupational therapy may be used to aid the child in this goal. Discharge is a collaborative decision to dismiss. A student is dismissed from occupational therapy services (or any other related service) when the decission is made by the student’s IEP team. W hen the student is no longer eligible for special education, when other members of the IEP team can provide necessary interventions, or when the student has met their school-based occupational therapy goals and can perform school-related tasks without therapeutic intervention the team will dismiss occupational therapy.
- In the classroom:
Supports for parents:
How to tell if your student is making progress:
OTs document student progress toward IEP goals using various data collection sources such as work samples, teacher records, or observed student performance. Schools send home reports of the student’s progress as required by IDEA, the Individuals with Disabilities Education Act.