Occupational Therapy and Physical Therapy: A Resource and ...

Occupational Therapy anD Physical Therapy

A Resource and Planning Guide

Wisconsin Department of Public Instruction

Occupational Therapy and Physical Therapy: A Resource and

Planning Guide

Second Edition

Developed by

Patricia Bober, MS, OT

Occupational Therapy Consultant Wisconsin Department of Public Instruction

Sandra Corbett, PT

Physical Therapy Consultant Wisconsin Department of Public Instruction

Wisconsin Department of Public Instruction

Tony Evers, PhD, State Superintendent Madison, Wisconsin

This publication is available from: Wisconsin Department of Public Instruction

125 South Webster Street Madison, WI 53703 608/266-2188



Bulletin No. 1106 ? May 2011 Wisconsin Department of Public Instruction This publication was made possible by funding from CFDA #84.027. Its content may be reprinted in whole or in part, with credit to Wisconsin Department of Public Instruction acknowledged. However, reproduction of this publication in whole or in part for resale must be authorized by the Wisconsin Department of Public Instruction.

ISBN 978-1-57337-148-3

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability.

Printed on Recycled Paper

Foreword

Occupational therapists and physical therapists have provided services to children in Wisconsin's schools for almost 40 years. Their role is to help children develop skills and perform tasks that most people take for granted in their own lives.

The Department of Public Instruction created this book to explain how occupational therapists (OTs) and physical therapists (PTs) collaborate with educators, administrators, and parents to support the mission of education in the environment of the schools. This book answers questions about who OTs and PTs are, what their purpose is in schools, and how, working with educators and parents, they help Wisconsin's children acquire the skills and knowledge they need to participate alongside other children in school and, eventually, assume positive adult roles in the community.

This publication will help school staff and parents better understand the key roles OTs and PTs play in the lives of children who need their services to benefit from their education. Their work supports our shared goal that every child will graduate with the knowledge and skills needed to be successful in the workforce and/or higher education. I believe this publication will support the work of all of us who believe education is the most important element to ensure a successful future for our children and our nation.

Tony Evers State Superintendent

Foreword

iii

Acknowledgments

The authors wish to thank all the occupational therapists, physical therapists, occupational therapy assistants, physical therapist assistants, and special educators in Wisconsin who asked the questions that led to the development of this resource and planning guide. The following people provided help and support in many ways: by writing and reviewing drafts; by sharing materials; and by providing feedback and encouragement.

Kris Barnekow, Ph.D., OTR University of Illinois Chicago, Illinois

Dan Kutschera, PT Neenah School District Neenah, Wisconsin

Valerie D. Clevenger, PT, MS, PCS Waunakee School District Waunakee, Wisconsin

Marcia Obukowicz, OT CESA 9 Tomahawk, Wisconsin

Judy Dewane, PT, MHS, NCS University of Wisconsin Madison, Wisconsin

Tracy Prill, OTA Edgerton School District Edgerton, Wisconsin

Lori Dominiczak, PT, MS Dominiczak Therapy Associates, LLC Brown Deer, Wisconsin

Lisa Pugh Parent Madison, Wisconsin

Marie Dorie Director of Special Ed/Pupil Services CESA 2 Milton, Wisconsin

Mardi Freeman Director of Special Education and Pupil Services Hamilton School District Sussex, Wisconsin

Kerry Gloss, OTR Green Bay Public Schools Green Bay, Wisconsin

Gerry Heuer, BS, COTA DeForest School District DeForest, Wisconsin

Judy Schabert, OTR Salucare Rehabilitation Service LaCrosse, Wisconsin

Kathy Tomczyk, PTA, MS Milwaukee Area Technical College Milwaukee, Wisconsin

Patty Weynand, PT Madison Metropolitan School District Madison, Wisconsin

Janesville School District Janesville, Wisconsin

Waukesha School District Waukesha, Wisconsin

Acknowledgements

v

Special thanks to:

Division for Learning Support: Equity and Advocacy

Carolyn Stanford Taylor, Assistant State Superintendent Stephanie Petska, Director, Special Education Team

State Superintendent's Office

Meri Annin, Education Information Services Kari Gensler Santistevan, Education Information Services

Margaret T. Dwyer, Editor

Copyrighted Materials

Every effort has been made to ascertain proper ownership on copyrighted materials and to obtain permission for this use. Any omission is unintentional.

vi

Table of Contents

Table of Contents

Foreword................................................................................................................................................... iii

Acknowledgements................................................................................................................................... v

Introduction............................................................................................................................................... 1

Chapter 1 Occupational Therapy and Physical Therapy in Wisconsin Schools ...................... 3

Chapter 2

Federal Regulations and State Rules .......................................................................... 5 Individuals with Disabilities Education Act (IDEA) ..................................................... 5 Section 504 of the Rehabilitation Act ........................................................................... 7 Subchapter V, Chapter 115, Wisconsin Statutes ............................................................ 9 Chapter 448, Wisconsin Statutes .................................................................................... 14 Licensure Requirements ................................................................................................. 16 Space and Facilities ........................................................................................................ 20 Laws Protecting Confidentiality .................................................................................... 20

Chapter 3

The IEP Team Process in School ................................................................................ 25 Referral ........................................................................................................................... 25 Initial Evaluation ............................................................................................................ 25 Eligibility for Occupational Therapy and Physical Therapy .......................................... 29 Least Restrictive Environment ....................................................................................... 42 Re-evaluation.................................................................................................................. 44

Chapter 4

School-Based Occupational Therapy.......................................................................... 49 Conceptual Frameworks ................................................................................................. 50 Occupational Therapy Initial Evaluation........................................................................ 55 Other School Occupational Therapy Evaluations .......................................................... 67 Intervention..................................................................................................................... 69 Record Keeping .............................................................................................................. 88 Ethics .............................................................................................................................. 89

Chapter 5

School-Based Physical Therapy .................................................................................. 95 Competencies for School-Based PTs ............................................................................. 95 Conceptual Frameworks ................................................................................................. 95 Medical Referral and Medical Information .................................................................... 100 Initial Evaluation and Examination ................................................................................ 102 Physical Therapy Intervention Plan................................................................................ 106 Interventions ................................................................................................................... 106 Evidence-based Practice and Critical Inquiry ................................................................ 109 Progress Reports and Reexamination ............................................................................. 113 Discontinuation............................................................................................................... 113 Documentation ............................................................................................................... 117 Communication .............................................................................................................. 118 Fitness and Health .......................................................................................................... 118 Privacy ............................................................................................................................ 118 Ethics .............................................................................................................................. 120

Occupational Therapy and Physical therapy: A Resource and Planning Guide

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