Teacher/parent identifies problem(s) hindering the student's ability to function in the school environment

Referral documentation is completed and sent to MDT

Permission to evaluate is granted

Evaluation/assessment is scheduled and completed

Qualification is determined by member(s) of MDT

Services are provided based upon the student's needs directly and/or through consultation
 

The difference between "eligibility" for school-based physical/occupational therapy and "need" for clinical/medical therapy is important to understand.  Students who are eligible for special education and some students with disabilities who are not in special education may be eligible for physical/occupational therapy.  Although certain disabling conditions cause motor dysfunction, the student may receive physical/occupational therapy through the school system only if the condition adversely affects educational performance.

Do all children with one or more disabilities or developmental delays qualify for special education and related services?

No. Interventions may not be indicated when:
 

• The student's disability does not interfere with the student's ability to function adequately within the educational setting.
• Current level of achievement is consistent with other areas of development.
• The student has learned appropriate strategies to compensate for deficits.
• Demands for written communication are within the capabilities of the student in his/her placement.
• Functional living skills are not goals of the student's special educational program.
• The student has adequate motor development to control and coordinate movements.
• Modifications to the school and work environment have been made and are effective.
• Assistive technology is available, in working order, and is effective.  The school-based staff has been instructed in its use and care.
• Modifications to testing procedures or written communication formats have been made and are effective.
• Needed strategies can be implemented effectively by the current educational team.
• The school-based staff is aware of and understands the implications of the student's medical and/or physical condition and is managing the student's environment appropriately.  The student's needs no longer require the skilled services of a therapist.
• Therapy is no longer affecting change in the student's level of function or rate of skill acquisition.
• The student is demonstrating progress toward his/her IEP goals and objectives/benchmarks without support of related services.

Physical/Occupational therapy services are based upon the educational needs of the student.  Duration is typically one year.  Services may be discontinued at anytime based upon the above considerations.  Services may begin again at anytime with a new referral as the student's educational needs change.
 
 
 

*Arizona Department of Education Student Services (2000).  Guidelines for school-based practice.                                        Jordan School District 1/2002
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