For those of you who don’t know me, I’m Allison, the OT Blogger for Simply Special Ed! I’ve worked as an occupational therapist (OT) in the school system for the past 5 school years after one year in the pediatric outpatient setting. To see what a day in the life of a school-based OT is like, check out this blog. Here is a quick tour of my OT/sensory room if you’re curious!
One of my favorite parts of my job is collaborating with teachers! I LOVE when my teachers ask questions about current OT students. But even more so, I am happy to answer questions about students who have not yet been identified as being in need of OT services! Below are some popular questions and I get and how I answer them!
1) How do I know which hand is dominant for a student?
For my early learners, hand switching during fine motor tasks is very common, but also brings about a lot of questions/concerns from parents and teachers. Hand dominance is sometimes not solidified until age six, so try not to worry too soon! However, I almost always have teachers or paraprofessionals start to track trends so we can see which hand might be favored. It can be challenging to teach skills like coloring/drawing/writing, cutting or self-care skills if you aren’t sure of the hand dominance. I always tell adults to present utensils at the midline. Then, note with which hand the student reaches for and uses the item. This may be different depending on the task, so make note of that too. See the above tracking sheet with examples of notes for some ideas! Students can have delays in establishing hand dominance for a variety of reasons. They may fatigue quickly [limited hand strength], or have not yet established automatic crossing midline. Regardless of the reason, encourage the child to maintain the dominant hand with which they started for the duration of the task.
Other OT blogs on a similar topic:
How can I improve my students’ handwriting?
This is a very common question for OTs, but especially for those who work in schools! There are MANY skills that go into handwriting. I remember having an OT professor who used an entire class period having us going around and each saying a skill that could be observed by watching a child write their name. No repeats! We did it [with some discussion in between] – believe it or not! Students can have difficulty with handwriting because of delays in:
- Fine motor skills/pencil grasp
- Attention and focus
- Visual perceptual skills
- Oculomotor skills & eye movement challenges
- Learning disabilities
- Executive functioning
- Core strength and positioning/seating
- Sensory processing differences
- … and so much more!
If your child struggles with handwriting, definitely get in touch with your OT! There is not a one size fits all solution for illegible handwriting. However, the OT will likely have a variety of strategies to trial. They may even do an observation to see if, after classroom-based accommodations are implemented, a more comprehensive OT evaluation is warranted. Remember – not all kids with sloppy handwriting require direct OT service! If you’re a teacher with some students in your class that receive OT, check out my blog on 3 things to do when you get a new OT student! If you are in need of some resources that address handwriting practice/skills, check out the Simply Special Ed Writing Bundle, Writing Journal Bundle and/ or the Fine Motor Centers!
Other OT blogs on a similar topic:
Do you have any tips for improving my student’s cutting?
Especially in the younger grades, students use scissors for many classroom activities. If you child just needs more practice or exposure to grow confidence in cutting skills, try the Cut & Paste Fine Motor Sheets. My students of all ages LOVE these, and I appreciate the visual perceptual skill practice with the puzzle component! They are also seasonal/themed! Cutting things other than paper is also a good way to practice [think: play dough, straws, cardboard, etc.]. Simple “hacks” can also make a big difference in supporting cutting, depending on what the underlying delay is that is making this task challenging. Try things like highlighting or bolding the line on which the child is supposed to cut. Try a different pair of scissors like the spring assisted ones pictured above [affiliate link]. Remember that left handers benefit from left-handed scissors! Your student might also have a hard time coordinating both hands together. In cutting, one hand is manipulating the paper while the other one is opening and closing the scissors. Does your child have trouble with other two handed tasks? Continue to work on that bilateral coordination in a variety of different tasks!
Other OT blogs on a similar topic:
- How to Improve Fine Motor Skills with Cut + Paste Activities
- Working on Fine Motor Skills with Visual Crafts
What type of seating is best for my student?
As OTs, we look at the environment as much as we look at the client. We do this in order to determine how to best match the person, the environment and the task that needs to be completed. When students aren’t positioned well, it makes tasks, like writing at their desk, more challenging. For example, think about a student who’s feet don’t touch the ground. They need to use much more core strength to hold themselves up. If a student is uncomfortable in their chair, it makes focus and attention that much harder. Students who require more movement due to sensory differences, for example, may benefit from alternative dynamic seating options. Bouncy Bands [affiliate link], like the one pictured above, are a great option! Ideal seating promotes “90-90-90” positioning [feet, knees and hips all at 90 degree angles]. Custodians are incredibly helpful with adjusting desks and chairs to meet this need for all students – just ask! It is my goal for this school year to “screen” kids for proper positioning at the start of the school year! It’s that important!
Other OT blogs on a similar topic:
- Supporting Sensory Seekers in the Gen Ed Setting
- Positioning During Virtual Learning [can be applied to in-person learning!]
When is it time to consider sensory-based strategies for my student?
OTs are the experts in sensory regulation and the neurology that goes into processing and modulating all the sensory input that comes at us throughout the day! It is best practice to evaluate students for sensory processing differences before recommending strategies.
“Processing and integrating sensations are complex and result in individualized patterns of dysfunction that must be addressed in personalized ways”.
AOTA’s Choosing Wisely® Campaign
If you suspect that a child is having difficulty processing/filtering/integrating sensory input in the classroom setting so much so that it is impacting their learning, contact your OT! After determining which sensory systems are likely impacted, and in what way, the OT can create a plan to help support your student in the classroom. My district is lucky to have sensory rooms and sensory paths that are options for students [with consultation from the OT].
Other OT blogs on a similar topic:
If you’re looking for more OT-related content, check out my blog called What is an Occupational Therapist?, or Taylor’s blog on 5 Tips for a New School Based OT!
