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Your online resource for school based therapy and special
needs publications for professional, home and school use.
Your online resource for school based therapy and special
needs publications for professional, home and school use.
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LET’S TALK: How to Communicate Effectively with The Special Education Team
by Margaret Rice P.T.
As printed in ADVANCE Nov. 20, 2006 issue
Occupational and physical therapists make up a small but
important group of the special education team. Most therapists
have a varied caseload with students from different classrooms,
grades and even schools which translates into working with
many school staff members. This can make it very difficult to
communicate effectively with all team members for each
student. Therapists don’t have the benefit of seeing most students daily like teachers do, therefore
communication between a student’s teacher and the therapist is crucial to determine a student’s on-
going progress. In addition, communication between parents and therapists can be a struggle.
Parents may encounter new therapists from school year to school year which can be frustrating.
School based occupational and physical therapists can help to forge stronger relationships by
following five simple steps.
STEP 1: MAKE YOURSELF KNOWN
At the beginning of the school year, be sure to introduce yourself to as many of the students’
teachers as possible including their primary instructors, teaching assistants, physical educators,
computer teacher, etc . By forming relationships with the school staff, you will be more likely to hear
about therapy concerns that a teacher may have about a student. Therefore, you may be able to
address those concerns before they impact the student’s educational abilities further. If you do
push in therapy, you will most likely be more comfortable with the staff members. If some of your
students are pulled out of the classroom for therapy sessions, frequently observe them in the
classroom as well making yourself more visible and available to other staff members. Don’t forget
to introduce yourself to the parents of the student. Send a letter home or make a phone call to
provide the parent with your contact information if they should have any questions. Ask the parents
what their concerns are regarding the students current therapy services. Parents know all the past
medical and educational history of the student and can provide you with an excellent overview a
student.
STEP 2: EDUCATE TEACHERS AND PARENTS
More and more students with special needs are being included in regular education settings,
resulting in many teachers not being fully aware of the role of school based occupational and
physical therapists. Educate teachers and parents about what your role is in the educational setting
as early as possible. You want to avoid situations where three months into the school year a
teacher asks the physical therapist why the student is not working on handwriting. Try giving an
inservice to the staff members answering the basic questions of school based therapy such as:
What is occupational or physical therapy? What is the difference between school based and
medically based therapy? What type of activities will you be working on? Define for teachers and
parents frequently used therapy terminology. Simplify complex topics such as sensory integration,
neurodevelopmental treatment and muscle tone. Schedule the inservice during school hours and
evening hours as well so that parents can attend.
STEP 3: ESTABLISH HOW YOU WILL COMMUNICATE WITH TEAM MEMBERS
You will need to determine how you will communicate with all the team members. Establish this as
early in the school year as possible and with a positive attitude. Perhaps a monthly meeting with a
teacher or phone call home would be an effective way to address current goals or concerns. Maybe
sending weekly or monthly progress reports to the teachers and parents may be a suitable option
for some students. Don’t always offer criticism or problems. If a student does particularly well on a
task during therapy let the teachers and the parents hear about it. For students with many team
members, a notebook can be sent back and forth with the student to write comments in regarding
the student’s progress in therapy or issues that have arisen in the classroom or at home.
STEP 4: PROVIDE TEACHERS AND PARENTS WITH CARRY OVER ACTIVITIES
Therapy is only provided for a limited amount of time for each student. In order for therapy goals to
be met, most therapeutic activities and ideas must be carried out throughout the students entire
day. Teachers and parents are the primary instructors in the students life. By providing teachers
and parents with carry over activities this ensures that the student is maximizing his/her potential.
Try to offer activities that are easy to perform throughout the course of the day rather than “therapy
homework” which adds one more thing for a teacher or parent to supervise. Keep in mind that the
activities should be written in simple format with no medical terminology.
STEP 5: FOLLOW THROUGH
Always respond promptly to any issues or concerns that arise. Make sure to answer any notes or
questions that you receive in a timely manner. This allows the special education team members to
know that you have read and validate their comments. Fulfill all the requests made of you, that way
you can expect the same in return from the special education team. If you make a suggestion during
a team meeting, be sure to follow through on the suggestion and be available to offer feedback on
how it went at the next meeting.
By following these five steps, school based occupational and physical therapists can become more
integral members of the special education team.
by Margaret Rice P.T.
As printed in ADVANCE Nov. 20, 2006 issue
Occupational and physical therapists make up a small but
important group of the special education team. Most therapists
have a varied caseload with students from different classrooms,
grades and even schools which translates into working with
many school staff members. This can make it very difficult to
communicate effectively with all team members for each
student. Therapists don’t have the benefit of seeing most students daily like teachers do, therefore
communication between a student’s teacher and the therapist is crucial to determine a student’s on-
going progress. In addition, communication between parents and therapists can be a struggle.
Parents may encounter new therapists from school year to school year which can be frustrating.
School based occupational and physical therapists can help to forge stronger relationships by
following five simple steps.
STEP 1: MAKE YOURSELF KNOWN
At the beginning of the school year, be sure to introduce yourself to as many of the students’
teachers as possible including their primary instructors, teaching assistants, physical educators,
computer teacher, etc . By forming relationships with the school staff, you will be more likely to hear
about therapy concerns that a teacher may have about a student. Therefore, you may be able to
address those concerns before they impact the student’s educational abilities further. If you do
push in therapy, you will most likely be more comfortable with the staff members. If some of your
students are pulled out of the classroom for therapy sessions, frequently observe them in the
classroom as well making yourself more visible and available to other staff members. Don’t forget
to introduce yourself to the parents of the student. Send a letter home or make a phone call to
provide the parent with your contact information if they should have any questions. Ask the parents
what their concerns are regarding the students current therapy services. Parents know all the past
medical and educational history of the student and can provide you with an excellent overview a
student.
STEP 2: EDUCATE TEACHERS AND PARENTS
More and more students with special needs are being included in regular education settings,
resulting in many teachers not being fully aware of the role of school based occupational and
physical therapists. Educate teachers and parents about what your role is in the educational setting
as early as possible. You want to avoid situations where three months into the school year a
teacher asks the physical therapist why the student is not working on handwriting. Try giving an
inservice to the staff members answering the basic questions of school based therapy such as:
What is occupational or physical therapy? What is the difference between school based and
medically based therapy? What type of activities will you be working on? Define for teachers and
parents frequently used therapy terminology. Simplify complex topics such as sensory integration,
neurodevelopmental treatment and muscle tone. Schedule the inservice during school hours and
evening hours as well so that parents can attend.
STEP 3: ESTABLISH HOW YOU WILL COMMUNICATE WITH TEAM MEMBERS
You will need to determine how you will communicate with all the team members. Establish this as
early in the school year as possible and with a positive attitude. Perhaps a monthly meeting with a
teacher or phone call home would be an effective way to address current goals or concerns. Maybe
sending weekly or monthly progress reports to the teachers and parents may be a suitable option
for some students. Don’t always offer criticism or problems. If a student does particularly well on a
task during therapy let the teachers and the parents hear about it. For students with many team
members, a notebook can be sent back and forth with the student to write comments in regarding
the student’s progress in therapy or issues that have arisen in the classroom or at home.
STEP 4: PROVIDE TEACHERS AND PARENTS WITH CARRY OVER ACTIVITIES
Therapy is only provided for a limited amount of time for each student. In order for therapy goals to
be met, most therapeutic activities and ideas must be carried out throughout the students entire
day. Teachers and parents are the primary instructors in the students life. By providing teachers
and parents with carry over activities this ensures that the student is maximizing his/her potential.
Try to offer activities that are easy to perform throughout the course of the day rather than “therapy
homework” which adds one more thing for a teacher or parent to supervise. Keep in mind that the
activities should be written in simple format with no medical terminology.
STEP 5: FOLLOW THROUGH
Always respond promptly to any issues or concerns that arise. Make sure to answer any notes or
questions that you receive in a timely manner. This allows the special education team members to
know that you have read and validate their comments. Fulfill all the requests made of you, that way
you can expect the same in return from the special education team. If you make a suggestion during
a team meeting, be sure to follow through on the suggestion and be available to offer feedback on
how it went at the next meeting.
By following these five steps, school based occupational and physical therapists can become more
integral members of the special education team.
| Five Steps to Improve Communication ● Make yourself known ● Educate teachers and parents ● Establish how to communicate ● Provide carry over activities ● Follow through |