Occupational Therapy’s
Collaborative Role in the
Unique Learning System
Dawn Emerson OTR/L and Maurine Cole
MSOT, OTR/L
Occupational Therapy in the Schools
 Occupational therapy practitioners promote
functional abilities and engagement in daily
routines.
 OT supports the child’s “occupation” of life
skills and the role of a student
 Addresses areas including academic and
non-academic outcomes such as social skills,
behavior management, prevocational
involvement, and more for children ages 3-21
(AOTA, 2010)
Scope of Practice
 Sensory Awareness/processing: somato-sensory, vestibular,
proprioceptive, visual, auditory, gustatory, olfactory information
 Neuromotor Functions: muscle tone, range of motion, postural
control, strength and endurance
 Motor skills- fine, gross, visual motor: coordination and
balance, bilateral integration, motor planning, hand preference,
manipulation, visual-motor integration, crossing the midline
 Perceptual skills: attention, visual perception, body scheme,
orientation, spatial awareness
 Adaptive behavior: social interaction, social problem solving, selfcontrol, classroom/personal organization
(Hanft and Place, 1996)
The Law
 Under Part B of IDEA 2004 (IDEIA) OT (and PT)
services function as “related services” under which
are defined as those services “required to assist a
child with a disability to benefit from special
education” (34 CFR § 300.34(a)).
 California Code of Regulations, Title 5, Section
56363(a) “the general education teacher and/or
special education teacher provide the instruction and
services if the provision of the instruction and
services by the teacher is feasible. If not, the
appropriate designated instruction and services (i.e.
related services) specialist shall provide the
instruction and services. “
The Law
 This means that related services support the
educational team when the need is above
and beyond the scope of practice of the
teacher
 Mandates the provision of special education,
related services, and early intervention
services, in the least restrictive or natural
environment to the greatest extent possible.
 In other words, “contextual services”
Contextual Services
 Contextual services refers to the provision of
occupational therapy interventions within the
child’s everyday activities and routines;
considered best practice in occupational
therapy and special education(Handley-More
et.al, 2013)
 Practice in familiar contexts is the key to
generalization and mastery of
skill(Fishbaugh,2000), therefore alternatives
to direct intervention in a pull-out model
should be explored.( Morris 2013)
California Department of Education
Guidelines -2012
 “Occupational therapy … work with the educational
team to support a child’s ability to gain access to the
general education curriculum, meet state standards,
make adequate yearly progress, participate in
postsecondary education, and become functional
independent citizens upon graduation.”
 “In school-based practice, both OTs and PTs view
disability in terms of the ways in which a child is
faced with activity limitations and participation
restrictions, instead of a focus on projected limitations
of a singular diagnosis, disease, or disorder. The
child’s activity limitations and participation restrictions
experienced in gaining access to the educational
program are assigned a high priority.”
OT and Curriculum
 “The Educational Framework for Child
Success (EFCS), continues to emphasize the
importance of performance in the context of
the school environment also highlights the
importance of curriculum; evidenced-based
practice; team collaboration; and ongoing as
well as future postsecondary child outcomes,
in alignment with IDEA 2004 and NCLB
2002.” (CDE 2012)
OT and Curriculum
 In this model there is a direct relationship
between the common core standards and the
needs, goals, and projected outcomes of the
students
 There is a need to monitor progress, collect
data, and provide services based on this data
to promote effective learning (CDE 2012)
 OT is also becoming more involved in the
Response to Intervention (RtI) programs as
part of Early Intervening Services (EIS)
Unique Learning System
 An online, dynamic standards-based
curriculum for special education
 Uses instructional targets to bridge between
standards and the curriculum content for
students with disabilities
 Targets are aligned with the Common Core
Standards for English Language Arts and
Mathematics
(www.n2y.com)
Unique Learning Systems
 Subscribers download monthly instructional
thematic units of study
 Each unit contains 30 lesson plans and
downloadable materials
 The lesson plans define three levels of tasks
to accommodate the diversity of learners with
significant disabilities
Unique Learning System
 Organizes curriculum into grade bands:
Preschool, Elementary (K-2), Intermediate (35), Middle School (6-8), High School (9-12)
and Transition (12+)
 All students participate in the same activity
with different levels of expectation
Unique Learning System
 Level 1: Students require maximum
supports. Increasing participation is the main
objective.
 Level 2: Students may require picture
support and other direct support in learning
and demonstrating comprehension.
 Level 3: Students can read text, produce
simple writing, perform basic math processes,
and can independently demonstrate
comprehension of modified learning
information. ( ULS website)
How can OT support ULS?
 Consistently mindful of the child’s IEP goals
and relationship of the ULS activities to the
overall focus area of each goal
 OT may provide support services through the
collaborative planning of activities with the
classroom teacher and during the planned
activities within the classroom setting
 Utilizing the framework of the OT Scope of
Practice ( slide 3) to analyze each ULS
activity
ULS Activity Analysis
 Activity demands: required motor skills
(fine/gross), cognitive level, independence level, time
demands,
 Characteristics of supplies: size, quantity,
sensory nature, safety, sequence, storage, set
up/clean up
 Positioning: neuromuscular status (muscle tone,
strength, balance, coordination), sensory
preferences, work station, placement of child in
relationship to peers, staff and supplies, modifications
to environment as needed to facilitate task
engagement
ULS Activity Analysis
 Supports: visual, auditory, staff, behavioral
 Individual needs of the child in relationship to
the whole class
 “Just Right Challenge”
Discussion of Example

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Moderate/severe, 4th-6th grade,
Unit theme: Recycling
Activity: Sorting glass, paper, plastic
Activity demands: identify item, match to correct
container, place within the container, turn taking,
grading of pressure to manipulate items
 Characteristics of supplies: appropriate
size/weight of items, no sharp edges, potential
allergies, variety of items to match sorting skill level,
size, type (clear or solid) and placement of sorting
containers
Discussion of Example
 Positioning: Stand vs sit, movement vs stationary
task, sensory preferences adaptations, work station
ergonomics, reduction of environmental distractions
 Supports: PECS, “first/then”, visual schedule,
picture jig, self regulation tools, verbal/physical
prompts from staff, behavioral supports
 Needs of individual child in relationship to
whole class: BIP/BSP, individual vs group activity,
specific placement related to peers, accommodations
and strategies related to IEP
Conclusion
 The goal of this task analysis is to provide the
child with the “just right challenge” that allows
him to participate in the least restrictive
environment in order to make progress
towards the IEP goals.
 Questions/Comments
References
 American Occupational Therapy Association. 2008.
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Occupational Therapy practice Framework: Domain & Process.
2nd ed. Bethesda, MD: American Occupational Therapy
Association.
American Occupational Therapy Association. 2010.
Occupational Therapy in School Settings. Bethesda, MD:
American Occupational Therapy Association.
American Occupational Therapy Association. 2009. Scope of
Practice. American Journal of Occupational Therapy, 63.
California Department of Education. 2010. Common Core State
Standards http://www.cde.ca.gov/re/cc/ccssfaqs2010.asp
California Department of Education. 2012. The Guidelines for
Occupational and Physical Therapy in California Public Schools
(2nd Edition). CDE Press; Sacramento, CA.
References
 Individuals with Disabilities Education Improvement Act of 2004,
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Pub. L. 108-446, 20 U.S.C. §1400 et seq.
Handley-Moore, D.; Wall, E.; Orentlicher, M.L.; Hollenbeck, J.
2013. Working in Early Intervention and School Settings:
Current Views of Best Practice. Special Interest Section
Quarterly: Early Intervention and Schools, Vol. 20, Number 2.
June 2013. American Occupational Therapy Association, Inc.
Bethesda, MD.
Hanft, B. and Place, P. 1996. The Consulting Therapist: A Guide
for OTs and PTs in Schools. Therapy Skill Builders; Texas.
Morris, M.L. 2013. Collaboration in Schools: Perspectives of
Occupational Therapist and Teacher Dyads. Special Interest
Section Quarterly: Early Intervention and Schools, Vol. 20,
Number 1. March 2013. American Occupational Therapy
Association, Inc. Bethesda, MD.
U.S. Department of Education http://idea.ed.gov