Children’s Educational Potential

Facilitated by:

Advocates for Occupational Therapy

(Study Group 3)

Background

 Ontario Ministry of Education lacks a policy to fund Occupational Therapy services in primary schools across our province  Advocate for a policy for OT services to better enable primary school children to learn and reach their educational potential  Education is one of the primary occupations for children and the responsibility of the Ministry of Education

Scope of Presentation

       Why the Ministry of Education?

Origins of Policy Position Statement Rationale - Theoretical Rationale - Educational Relevance Rationale - OT Goals & Roles Components of Policy

Why the Ministry of Education?

Each school board is required to:  Identify each child’s level of development, learning abilities and needs    Ensure that educational programs are designed to accommodate these needs and to facilitate each child’s growth and development “These procedures are a part of a continuous assessment and program planning process” (PPM 11) Early intervention minimizes secondary behavioural, emotional, and physical problems which in turn assist to reduce future costs (CAOT, 2002)

Origins of Policy

Ontario Government Ministry of Education Ministry of Health Ministry of Community and Social Services

Regional School Boards Community Care Access Centres (CCAC) Assistance for Children with Severe Disabilities (ACSD)   Without a provincial policy from Ministry of Education, school boards develop their own policy - differ from one school board to the next Ministry of Education has Guidelines for Speech and Language services (PPM 81)

Position Statement

 Responsibility of the Ministry of Education to provide a policy for funding Occupational Therapy services  To ensure that all students province-wide have adequate access in order to maximize their educational potential

Law et al., 1996 PERSON

A Child’s Education is a

OCCUPATIONAL

Child’s Occupation!!!

OCCUPATION ENVIRONMENT

Rationale - Educational Relevance

 “Occupational Therapy practitioners offer individualized, contextualized, culturally relevant educational services by building effective partnerships with students, family members and educators” (Connecticut State Department of Education)

Rationale - OT Goals & Roles

    To improve student’s performance of activities that are important for their successful functioning To ensure a match between student’s abilities and the expectations placed upon them Improve, restore, maintain or prevent deterioration of skills Enhance child’s ability to learn

Rationale - OT Goals & Roles

    To improve student’s performance of activities that are important for their successful functioning To ensure a match between student’s abilities and the expectations placed upon them Improve, restore, maintain or prevent deterioration of skills Enhance child’s ability to learn Examples of Services provided:  Handwriting skill development    Introduce alternative teaching and learning strategies Facilitate participation in school programs, field trips, playgrounds Educate teachers, staff, parents, community

Components of Policy

Stakeholders           Board members from Ministry School Board members Superintendents Principals, vice-principals Teachers Teacher’s Aides Special Education Teachers Parents Primary School Children Community Sections of Policy      Processes for Provision of OT Services in Schools Services provided by OTs Outcome Measures to Evaluate and Revise Policy Assessment Procedures for Early Identification Roles and Responsibilities of Stakeholders and Healthcare Providers

Policy for OT Services Needed

    Ministry of Education has a

responsibility

to children for adequate access to services which will maximize their educational potential OT services enhance a child’s ability to learn Policy will ensure involvement with all stakeholders All sections of policy will be implemented adequately across the province  Children enabled to reach educational potential

Case Example

   A 5 year old kindergarten student has been diagnosed with pervasive development disorder (PDD).

He has severe delays in many areas including: speech and language, fine and gross motor skills, self-help skills, social relating skills, and play skills.

He also has difficulty handling the amounts of sensory stimuli produced in the classroom.

Question: How would the current system effect the OT services provided to this child?

With the proposed policy in place, how would this child’s treatment differ?