presented by Jan Hollenbeck
In this course, student case examples are presented to illustrate the process and key concepts involved in performing individualized, participation-based student evaluations. Emphasis is on identifying student participation challenges as a first step in the evaluation process. Information about student participation is then use to guide the selection of evaluation tools and methods.
Jan Hollenbeck, OTD, OTR/L is co-owner of PASS – The Partnership for Advancement of School Service-Providers, LLC, providing professional development, consultation, and staff training in areas that inform and empower related service providers, teachers, families, and others to support and facilitate the success of children in educational settings (www.otpartnership.com). Dr. Hollenbeck is a Special Education Administrator responsible for related services, secondary transition services, assistive technology, and Section 504 for a Massachusetts Public School District. She received her BS and OTD degrees in occupational therapy from Tufts University - Boston School of Occupational Therapy and her MS degree from Boston University with a specialty in pediatrics. She is first author of the Guidelines for Provision of Occupational Therapy Services in Massachusetts Public Schools (www.maot.org) and has served on the AOTA Early Intervention and Schools Special Interest Section Committee. Dr. Hollenbeck has lectured extensively on the role of the related service provider in the public schools, including local, state, and national-level conferences and is a regular provider of professional development for the Massachusetts Department of Elementary and Secondary Education.
This chapter will summarize and describe the components of a participation-based evaluation and list key concepts for ensuring a participation-based evaluation process in the schools.
This chapter will describe the process for establishing a participation-based reason for referral and describe how this guides the next step in the evaluation process (contextual observations).
This chapter will describe the process for establishing a hypothesis based on the participation needs of the student and identifying evaluation tools and methods based on the hypothesis.
This chapter will describe the process for gathering data during contextual observations and identify how this data can be used in development of the IEP.
This chapter will describe the benefits and process of trialing strategies and accommodations during the evaluation process.