Occupational Therapist

The Occupational Therapist provides student evaluation, student screening, staff consultation, staff training, and other appropriate intervention services to facilitate student participation in academic activities and to promote functional independence within the context of their school day. These interventions and activities may include fine motor, visual perceptual, sensory processing, self-help, and feeding skills. Occupational Therapist services may also include providing adaptive equipment or assistive technology to increase the student’s independent functioning in the school environment. Professional judgment and clinical knowledge are used to develop individualized programming based on occupational performance deficits in the areas of personal care, student role, interaction skills, process skills, play, role/interaction skills, learning academics and process skills, play and recreation, written communication, and community integration/work and graphic communication.

Student-centered continuum of services assist students to engage in meaningful and/or necessary occupations that allow a student to participate in and benefit from special education. Occupational services may include: Screening, evaluation, intervention, and documentation in support of student participation in meaningful academic occupations; Assistance with occupational performance when impaired or lost; Modification of environments (both human and physical) and tasks, and selection, design, and fabrication of assistive devices and other assistive technology to facilitate development, promote the acquisition of functional skills, and engagement in meaningful occupations; Integration of occupational therapy interventions into a student’s educational program to assist the student in participation and acquisition of goals; Collaboration with appropriate individuals to meet student’s needs including transition planning; and Provide education and information to families and school personnel to assist with planning and problem solving.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Collaborate with other disciplines to ensure team understanding of student occupational performance strengths and needs through evaluation, educational program planning, and service delivery
• Assess students’ abilities using appropriate evaluation tools, including standardized tests, observations, functional and behavioral assessments, and review of medical and educational reports
• Conduct interviews with parents and staff to determine the need for a therapy intervention plan
• Synthesize evaluation results into comprehensive written reports, reflecting strengths and barriers to student participation in the educational environment directly related to referral concern
• Develop occupationally based intervention plans based on student needs and evaluation results
• Participate in interdisciplinary meetings to review evaluation results, integrate findings with other disciplines, offer recommendations, and develop individualized education plans and intervention plans to achieve IEP goals
• Consult with school–based team to achieve student outcomes
• Provide classroom programs, instruction in management techniques, adapted equipment, and environmental modifications including the identification of architectural barrier
• Educate students, educational personnel, and families to facilitate skills in areas of occupation as well as health maintenance and safety
• Monitor and reassess the effects of occupational therapy intervention and the need to continue, modify, or discontinue intervention
• Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services as appropriate
• Prioritize and schedule work tasks independently
• Manage inventory of therapeutic equipment and assessments checked out to the therapist and/or assigned school(s)
• Maintain clinical and administrative records in accordance with professional standards, state guidelines, and school system policy
• When assigned, provide legal and ethical supervision of an occupational therapy assistant assuming responsibility for the students served by an assistant
• Submit accurate and timely caseload information to supervisor based on monthly, quarterly, or semester reporting periods
• Log therapy services in electronic data management system for each session provided
• Teach, monitor, and collaborate with educational personnel, community agencies, parents, and students to increase understanding of the student’s occupational performance.
• Provide fieldwork education and supervision for occupational therapy interns
• Participate in continuing education for professional development to ensure practice consistent with established best practice and NC licensure requirements
• Use the professional Code of Ethics and standards of practice to guide ethical decision-making in practice
• Advise administration and staff regarding bus safety, lifting and transfer techniques, architectural barriers and adapted equipment, oral motor techniques and precautions, medical precautions, and feeding issues
• Perform additional duties as assigned by Elementary School Principal, Middle/High School Principal, and/or Executive Director.

KNOWLEDGE, SKILLS, AND ABILITIES

• Thorough knowledge of principles, practices, and procedures of specialty area
• Thorough knowledge of the principles and methodology of providing effective therapy for special needs students
• Thorough knowledge of and adherence to legal procedures contained in federal and state statutes and regulations regarding the provision of services to students with disabilities, including IDEA, HIPAA, and FERPA laws and guidelines
• Thorough knowledge of human development throughout life span, integrated with students ‘unique developmental status
• Knowledge of occupational therapy principles and methodologies related to the provision of school-based intervention for children with special needs
• Thorough knowledge of anatomy, neuroanatomy, kinesiology, psychology, and various medical diagnoses
• Thorough knowledge of normal and abnormal child development
• Thorough knowledge of departmental rules, regulations, and procedures for delivering services
• Thorough knowledge of skill levels of the K-12 population
• Thorough knowledge of Individuals with Disabilities Educational Act (IDEA) and Individual Educational Plan (IEP) guidelines and procedures
• Thorough knowledge of the federal, state, local legislation, regulations, policies and procedures that mandate and guide occupational therapy practice in schools
• Thorough knowledge of school system and departmental rules, regulations, and procedures
• Considerable knowledge of appropriate evaluation tools
• Ability to interpret evaluation data and write a comprehensive report that reflects strengths and barriers (if any) to student participation and occupational performance
• Ability to establish and maintain standards of behavior
• Ability to articulate oral presentations and written reports
• Ability to establish and maintain effective working relationships with other staff, students, and parents
• Ability to maintain a consistent schedule and travel between locations where students require services
• Ability to research and determine evidence-based practice supporting therapy interventions

EDUCATION, TRAINING, AND EXPERIENCE

• Bachelor’s (Four Year) Degree in Occupational Therapy from an accredited occupational therapy professional program recognized by NCBOT
• Completed all fieldwork requirements
• Two (2) years of experience as an Occupational Therapist in a school system or pediatric practice setting
• Any equivalent combination of training and experience that provides the required combination of knowledge, skills, and abilities

CERTIFICATION AND LICENSE REQUIREMENTS

• Initial Certification by National Board for Certification of Occupational Therapy
• Current license by the North Carolina Board of Occupational Therapy

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, calculators, cellular phones, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments, or directions to subordinates or assistants.

Language Ability: Requires the ability to read a variety of correspondence, reports,

forms, charts, strategic plans, etc. Requires the ability to prepare correspondence, reports, forms, appraisals, charts, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control, and confidence.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra, descriptive statistics, statistical inference, and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.