School-based occupational therapy services are designed to ensure that the student is able to benefit from his/her educational programming with regard to fine motor functional independence. School-based occupational therapy (OT) is provided only if a medical diagnosis or fine motor delay is determined by the IEP team to have an adverse effect on the student’s performance at school. Children who qualify for clinical or outpatient occupational therapy services may not qualify for school-based OT.

As such, students who are currently receiving occupational therapy from a medical outpatient facility should continue with their medical-based occupational therapy. School-based occupational therapy is not a replacement for medical-based occupational therapy.

School-based occupational therapy is a related service provided to any special education student who demonstrates deficits in fine motor functioning that may affect their academic performance. Occupational therapists focus on the evaluation of PreK-12 students’ fine motor skills and needs. Primary attention is given to ensuring that each student has the fine motor ability to effectively access his or her educational environment.

The IEP team meets and determines if fine motor skills are affecting the student’s academic performance.  If recommended, an Occupational Therapist completes an assessment of fine motor skills that includes identifying deficits in handwriting skills, strength, coordination, sensory regulation within the school setting. Occupational therapists are concerned with an individual’s ability to participate in desired daily life activities or “occupational performance”. Within the school environment, occupational therapists focus on facilitating independence with learning and school-related activities.

The ultimate goal is for the student to achieve functional independence; occupational therapy may be used to aid the child in this goal.  Discharge is a collaborative team decision. The team may consider discharge when: the student no longer qualifies for special education, or other staff may be able to provide the necessary interventions, or their needs are being met in the classroom through accommodations or modifications, or when the student has met their school-based occupational therapy goals and are able to successfully participate in current educational curriculum. 

Parents are encouraged to first speak to their classroom teacher regarding their concerns. If the teacher also shares these concerns the school team can work together to discuss these concerns.