Physical and Occupational Therapy

“The journey of a thousand miles begins with a single step.” – Lao Tzu

Physical and occupational therapy are available to students enrolled in CVES classrooms if they have needs identified by their home school district’s committee on special education (CSE). These needs are related to the child’s ability to participate fully in school activities. CVES physical and occupational therapists are part of a team of professionals who develop a child’s program (IEP) and implement it in school. Therapy could be provided in the therapy room, classroom, gym, playground, pool, or cafeteria, depending on where the intervention is needed. Therapy may be provided individually or with a group of students.

Physical Therapy

Movement activities are a part of every therapy session since a good motor foundation is the framework that allows a child to build other more academic skills. Climbing, running, jumping, swimming, swinging are some examples of movement activities.

Physical therapy activities at CVES can range from simple to complex. Some children have simple motor delays and others have more complex physical needs. Some examples of physical therapy activities include:

• basic gross motor activities such as jumping, hopping, skipping and climbing
• endurance activities as needed to participate in PE class and to maintain stamina for a full school day
• strengthening activities
• flexibility activities
• body awareness and motor planning activities
• sensory motor activities including vestibular, proprioceptive and tactile activities
• mobility activities such as transitioning from one position to another or from one place to another, and walking with or without assistive devices

Physical therapy also meets positioning and adaptive equipment needs of students. This includes assisting families in acquiring adaptive equipment for either home or school. (CVES has an inventory of adaptive equipment for use within the classroom)

Occupational Therapy

Provided by an Occupational Therapist (OTR) to address areas of need including:

• Fine motor and visual perceptual skills which may impact handwriting and other academic areas
• Sensory skills for self-regulation and processing which impacts on a student’s ability to participate effectively in the educational environment
• Strength and range of motion
• Self-help skills
• Daily activities such as dressing, eating, and cafeteria skills
• Sensory skills for self-regulation