presented by Jan Hollenbeck
This course will present a model of collaborative and integrated service delivery designed to align with IDEA, current evidence, and best practice in the school setting. Emphasis is on use of collaborative practices, a focus on student participation, and provision of services in natural school contexts as necessary elements for providing integrated and effective student services.
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 provides an overview of the role of occupational therapy in public schools.
This chapter provides a rationale for the model of service delivery presented in this course that is based on special education law, supported by evidence, and considered best practice within occupational therapy and other professions.
A model of service delivery is presented that considers the LRE mandate and collaborative practices to facilitate effective support for students with disabilities in the least disruptive manner possible.
This chapter describes a process for identifying student participation issues as well as for the use of intervention planning to guide service delivery recommendations.