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	Occupational Therapy/Physical Therapy

	OT/PT Staff
	Definition of PT
	Definition of OT
	Delivery of OT/PT services
	Differences in Educational Model & Medical Model
	Service Delivery [PDF]
	Additional Links


	Occupational Therapy/Physical Therapy

	OT Staff		PT Staff

	Paula Booze, MS, OTR/L		Jennifer Hiner, MS, LPT
	2 days/per		*Bedford Elementary - 540-586-0275
	*Stewartsville Elementary - 540-890-2174		Montvale Elementary
	Goodview Elementary		Thaxton Elementary
	Montvale Elementary		Big Island Elementary
			Bedford Middle
	Laura McElhaney, OTR/L		Liberty High
	*Body Camp Elementary - 540-297-7391		Otter River Elementary
	Bedford Elementary		Thomas Jefferson Elementary
	Bedford Middle		New London Academy
	Bedford Primary		Forest Elementary
	Huddleston Elementary		Boonsboro Elementary
	Moneta Elementary		Forest Middle
	Staunton River High		Jefferson Forest High
	Staunton River Middle		Huddleston Elementary
	Thaxton Elementary		Staunton River Middle
			Staunton River High
	Melissa Tyree, OTR/L		Consults, supervises, and evaluates at all
	*Thomas Jefferson Elementary - 434-534-6159		Bedford County Schools
	Big Island Elementary
	Forest Middle		Kristi Wood, LPTA
	Liberty High		*Stewartsville Elementary - 540-890-2174
	New London Academy		Goodview Elementary
	Otter River Elementary		Moneta Elementary
			Body Camp Elementary
	Contracted Staff currently serving:		Bedford Primary
	Boonsboro Elementary		Medicaid Coordinator
	Forest Elementary
	Jefferson Forest High
			*denotes base school
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	Definition of Physical Therapy

	According to Virginia special education regulations, physical therapy means services provided by a qualified physical therapist or under the direction or supervision of a qualified physical therapist upon medical referral and direction (as needed). According to the American Physical Therapy Association (APTA) Guide to Physical Therapist Practice, 2nd Ed. (APTA, 2001), physical therapy means services provided by or under the direction and supervision of a physical therapist and includes: Examining individuals with impairments, functional limitations, and disability or other health-related conditions for diagnosis, prognosis, and intervention Alleviating impairments and functional limitations by designing, implementing, and modifying therapeutic intervention Preventing injury, impairment, functional limitations, and disability, including the promotion and maintenance of fitness, health, and quality of life in all populations; and Engaging in consultation, education, and research. In the educational setting, physical therapy addresses the ability to move parts of the body, to assume and maintain postures, and organize movement into functional gross motor skills. Physical therapists work with students to build strength and endurance for functional mobility (e.g., climbing stairs, opening doors, moving about the school, carrying materials, accessing the playground, participating in field trips). [TOP]















	Definition of Occupational Therapy

	According to the Individuals with Disabilities Education Act (IDEA) and Virginia special education regulations, occupational therapy means services provided by a qualified occupational therapist or services provided under the direction or supervision of a qualified occupational therapist. Occupational therapy includes Improving, developing, or restoring functions impaired or lost through illness, injury, or deprivation Improving ability to perform tasks for independent functioning when functions are impaired or lost Preventing, through early detection and intervention, initial or further impairment or loss of function. Based on Occupational Therapy Services for Children and Youth Under Individuals with Disabilities Education Act (2nd ed.), 1999, occupational therapy services are designed to help families, educational personnel, and other caregivers improve the student’s participation in school, home, and community settings. Occupational therapy services include Identification, referral, assessment, intervention, and consultation Adaptation of the environment, and selection, design, and fabrication of assistive and orthotic devices and other technology to facilitate development and promote the acquisition of functional skills Preventing or minimizing the impact of initial or future impairment, delay in development, or loss of functional ability as it relates to educational goals. According to the Occupational Therapy Practice Framework (AOTA, 2002), occupational therapy services support the educational team and help the student to engage successfully in purposeful and meaningful school occupations (Swinth et al., 2003). Outcomes are related to the primary occupation areas of education, activities of daily living (self care), play/leisure, and social participation. As a student matures and is preparing for independent living, the areas of work and instrumental activities of daily living (e.g., home management skills, money management, and safety procedures) may be supported by occupational therapy. Occupational therapy services may address performance skills (motor, process, communication/interaction), performance patterns (habits, routines, and roles), context (cultural, physical, and social), activity demands, and student factors (body functions and structures). [TOP]























	Delivery of OT & PT Services

	School-based OTs and PTs provide services to students and support to staff and families that allow students to be more successful in their educational programs. School-based therapists work closely with educational staff and families to support the students first and foremost in learning. Additionally, therapists play a valuable role in assisting school administrators in divisionwide planning and implementation issues such as building modifications and new construction, special transportation, curriculum development, safety and injury prevention, and technology. Services are provided to enable the student to benefit from his or her special education program and facilitate access to the general curriculum. Strategies should be integrated into the classroom and school environment to support learning of curriculum content. Interventions should support skills that are needed for graduation with a diploma. Services are provided in the student’s daily educational routine. Skills are taught across all educational settings. Therapeutic activities occur throughout the school day and often are implemented by instructional staff in collaboration with the therapist. Skills must be taught in naturally occurring environments. Skills must be generalized across different school settings, not isolated solely with the therapist in a separate area. Services are provided through a team approach. Team members share information, strategies, and techniques to assure continuity of services. Educational strategies and interventions are developed and implemented jointly by the IEP team members including the student when appropriate. Regular team meetings provide the communication of information and outcomes that guide the plan of activities and instruction that occurs throughout the day in the classroom, home and community. Services are provided through the use of a variety of delivery models. Service delivery models include monitoring, consulting and working directly with the student. Effective therapy services generally include a combination of models to meet the unique needs of each student. Effective therapy services include the following: Training parents and school staff in activities and accommodations to be implemented throughout the student’s day Observing and critically analyzing student performance and responses that prevent the student from benefiting from his or her educational program Identifying, selecting, and adapting special materials and equipment Collaborating and coordinating with teacher and families for needed changes in instruction and in the learning environment Consulting with students, parents and school staff. A student’s need for OT and/or PT services may vary over time. Student therapy needs differ in intensity and in focus during the students’ school years. These fluctuations are reflected in IEP, IFSP, or 504 plans and should be fluid and flexible, based on the immediate educational needs at any time during the student’s course of study. Consideration for services may be especially necessary during periods of transition between schools or into community activities, and when significant changes to educational and career transitions occu [TOP]


















































	Links for Additional Resources and Information

	Virginia Department of Education
	www.doe.virginia.gov

	Handbook for OT and PT Serviced in the Public Schools of Virginia
	www.doe.virginia.gov/VDOE/sped/OTPTHandbook.pdf

	Your Family's Special Education Rights
	www.doe.virginia.gov/VDOE/Instruction/Sped/proc_safe.pdf

	American Occupational Therapy Association
	www.aota.org

	American Physical Therapy Association
	www.apta.org

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