Intervention for Schools
Intervention can be provided at school for individual children or for groups of children. Difficulties that Occupational Therapy Essex may be able to assist with include Developmental Delay, Developmental Coordination Disorder (DCD), Dyspraxia, Cerebral Palsy, low muscle tone and hypermobility.
- Assessment of motor skills, self-care, handwriting, scissor skills and play.
- Provision of an activity programme to be carried out with staff at school.
- Recommendation of equipment to enable a child to access the curriculum. For example, seating equipment, a moulded pencil grip, adapted scissors or a writing slope.
- Targeted intervention to meet a goal. For example, to cut with scissors or use the toilet independently.
- Recommendation of alternative strategies and resources to assist with developing handwriting skills.
- Intervention to improve handwriting fluency and speed.
Work with groups of children
- Class group screening for motor skill difficulties and identification of children requiring further assessment.
- Classroom observation to develop handwriting intervention.
- Handwriting club.
Early Years Provision
- Get Ready Club group programmes can be delivered in school to encourage development of motor skills, self-care (including toileting), pre-writing skills and scissor skills.
Support when applying for Access Arrangements
- Standardised assessment of handwriting speed using the Detailed Assessment of Speed of Handwriting (DASH). Results can be used informally or when assessing for examination Access Arrangements. Written evidence can be provided for National Curriculum Assessments, GCSEs and A Levels.
Delivery of pupil premium intervention
- Motor skills and handwriting intervention.
- Transition support to include self-care and organisational skills.
Consultancy and training
- One off advice or regular input to assist a school to develop a motor skills group or Gym Trail.
- Assistance with developing a handwriting policy.
- Advice when purchasing motor skills resources.
- Training for parents to aid understanding of a schools approach to learning or to encourage development of children’s self-care skills.
- Training for staff. Topic and duration are flexible to meet the needs of individual staff teams. For further intervention about staff training see here.
We believe that working as part of a multi-disciplinary team is important and are happy to liaise with and work alongside NHS therapists.