How do I find an occupational 7practitioner? Who are school-based occupational To recruit an practitioner, contact your local college/university occupational therapy What is the Role of the therapy practitioners? 1 programs, state occupational therapy associations (https:// School-based occupational therapy practitioners are www.aota.org/Advocacy-Policy/State-Policy/State-OT- School-Based occupational therapists (OTs) and occupational ther- Associations.aspx), or state licensure board. Consider apy assistants (OTAs) who use meaningful activities posting the position on AOTA’s OTJobLink at http://www. Occupational Therapy (occupations) to help children and youth participate in otjoblink.org/. what they need and/or want to do in order to promote Practitioner? physical and mental and well-being. Occupational therapy addresses the physical, cognitive, psychosocial What are effective retention strategies and sensory components of performance. In schools, 8for occupational therapy practitioners? occupational therapy practitioners focus on academics, Some recruitment and retention strategies include offering play and leisure, social participation, self-care skills , mentoring opportunities, regular (ADLs or Activities of Daily Living), and transition/ feedback on job performance, streamlined paperwork work skills. Occupational therapy’s expertise includes and time during the day for its completion, management activity and environmental analysis and modification support for practitioners and service delivery, electronic with a goal of reducing the barriers to participation. support for documentation and communication, teaming, and leadership opportunities. Refer to resources of the National Coalition on Personnel Shortages in & Related Services at www.specialedshortages. org. You may start a dialogue about workload issues with your staff by linking to the AOTA document “Transforming Caseload to Workload” at http://www.aota.org/Practice/ Children-Youth/Caseload-Workload.aspx

Where do I go to learn more? 9To learn more about occupational therapy please visit our Web site at www.aota.org. The American Occupational Therapy Association (AOTA) is the professional society of occupational therapy, representing the interests of more than 140,000 occupational therapists, occupational therapy assistants, and students working in practice, science, education, and research.

Questions & Answers for www.aota.org School Administrators Developed by the AOTA Workgroup of Leaders in State Departments of Education 2017 © The American Occupational Therapy Association, Inc. How are occupational therapy 3services funded? Depending upon the purpose of the service, federal, state, and local funds are all sources for funding occupational therapy in public schools. In states that have pursued agreements with federal Medicaid programs, billing for the portion of occupational therapy services that is provided What services do occupational they occur at the location and time that the student is directly to the child on their IEP yields an additional source therapy practitioners provide in experiencing challenges. Services are designed to support of funds. 2 progress on the student’s IEP. schools?

Occupational therapy practitioners provide a continuum Students who are not eligible for special education may What is the difference between of service and support to students and personnel under receive occupational therapy services under a Section an and the Individuals with Education Act (IDEA), 504 plan. Services are designed to ensure students have 4occupational therapy assistant? the reauthorization of ESEA, most recently enacted as equal access to all aspects of the school day and support The Every Student Succeeds Act (ESSA), and Section 504 student participation and success in general education. n Occupational therapists are autonomous practitioners, of the Rehabilitation Act of 1973, including: and are responsible for all aspects of occupational ther- n Training and resources for school personnel and apy service delivery including the safety and effective- n Services for struggling learners in general families: ness of the service. education: Practitioners can provide training in typical and atypical n Occupational therapy assistants must receive supervi- Practitioners can contribute in an early intervening, child development and the impact of physical and mental sion from an occupational therapist to deliver occupa- multi-tiered approach (i.e., Response to Intervention) health on learning and participation at school. Training of tional therapy services. Occupational therapy assistants within general education. Occupational therapists school personnel in lifts and transfers can ensure student deliver services under the supervision of, and in partner- can assist with periodic screenings/probes (including safety and prevent staff back injuries. Occupational ther- ship with, occupational therapists. both data collection and analysis), provide teacher apy practitioners can contribute to for training, model activities to whole classrooms or learning (UDL), support the use of , and provide information on positive behavior interven- small groups, and assist with team problem solving. How will I determine what is appropriate tions and supports (PBIS) including prevention. compensation for occupational therapy n 5 Services for individual students in special practitioners’ services? education: n Participating on collaborative teams: Evaluation services assist the Individualized As members of IEP teams, technical assistance teams, Some resources for review include other school districts, Education Program (IEP) team with identifying problem-solving teams, and curriculum committees, local facilities, the AOTA Workforce and the presence of a and whether there is an practitioners bring their unique skills to aid students in Compensation Report, and Bureau of Labor statistics. educational need for occupational therapy services. accessing learning opportunities. They support student Occupational therapy intervention is provided participation in school routines while promoting inde- directly “to the child, or on behalf of the child, and pendence. How can I verify that the occupational [as]...program modifications or supports for school therapist and occupational therapy n personnel” (IDEA, 20 USC, Section 1414 (d)(1)(A) Partnering with districts: 6assistant are appropriately licensed/ IV). This may include adapting the environment, Occupational therapy practitioners focus on helping credentialed? modifying curriculum, supporting accommodations, students achieve their academic and behavior outcomes ensuring access and participation in school activities which in turn improve school districts’ ability to meet Practitioners complete an accredited occupational therapy and educational programs, and assisting in prepa- state and national achievement standards (i.e., Common program, supervised fieldwork, and a national certification ration for transition post-graduation. Services take Core State Standards). Practitioners can help students examination. These form the basis for state credentialing place in natural school settings during the routines prepare for future and life skills needed for (usually licensure) of practitioners. You can request a copy of the school day, and are most beneficial when community integration. of their current license and/or certification credentials.

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