Working with Teachers as an In-School Therapist

Helping the students achieve their educational goals is the overall focus of the in-school speech, occupational, and physical therapists. Part of that requires working with general education teachers to help children reach their goals.

Communication and collaboration may seem complicated, as therapists and teachers may be busy and overwhelmed. Communication and collaboration can become even more complicated when a therapist treats in multiple schools. However, working with teachers inside and outside the classroom should be considered part of a child's treatment and a crucial one at that.

Miscommunication and Misunderstanding between Therapists and Teachers

General Education teachers may need to be made aware of the role of an OT, PT, or speech therapist or why accommodations or treatment techniques should be continued in the classroom, especially when the therapist is not there. A therapist only gets around 30 minutes with the student, if not less. To optimize treatment, in-class continuation supported by the teacher is best.

Alternatively, they may not understand why a child presents a particular behavior. For example, suppose a child struggles with executive function. In that case, a teacher may not understand why the child struggles with task initiation or cannot anticipate the consequences of their behaviors. A child like this would benefit from routines and checklists that take place in the classroom. However, suppose a teacher is unaware of the importance of these accommodations or why they are needed. In that case, this will not allow the child to be the best they can be and be in a state of mind to learn.

Finally, a working relationship benefits both parties. A therapist should be able to turn to a teacher for feedback about a child's improvements or problem areas. Alternatively, a teacher can approach a therapist with questions or successes.

Action Plan for Communication Between Therapists and Teachers

As mentioned earlier, initiating communication can be challenging, as everyone is busy during the school year. However, here are some things to consider to help guide that communication:

•          Try push-in services.

•          Introduce yourself and your goals when first starting treatment. Before the first treatment session is also a great time to give more information about occupational, speech, or physical therapy and why it is essential to the child's education.

•          Make working with teachers a part of the IEP goal

•          Establish a preferred method and time of communication. For example, methods of communication can be by email, at the end of the day, between class breaks, etc.

•          Get involved in school activities.

• Sources

  Freed Stephany, and Tiffany Daley. “Collaborating with general education teachers,” OT Practice. 27, no. 12 (2022): 31-33.