Frequently Asked Questions
This page contains answers to common questions of students and parents. 
What kind of concerns would indicate a need for OT in
the schools?
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The student's oral, listening and reading language level is significantly
better than his written output
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Motor aspects of written expression have not responded to the special
education intervention program
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Student has not responded to special education intervention program in areas
of fine motor, eating, self-help and hand function
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Student displays clues that responses to tactile or other sensory systems
interfere with learning
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Student has difficulty chewing and swallowing such that safeness of lunch or
snack are in question
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What is the referral process for OT services
in school?
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The team (parents, teacher and others, as determined by the IEP)
contacts the OT to express concerns.
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The team fills out the motor concern information form and gives
it to the OT.
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The team and the OT discuss previously implemented strategies
and/or decide new strategies to implement to address concerns
If an evaluation is indicated:
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A pre-evaluation meeting is called to discuss recommended testing and to
complete paperwork
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After the OT completes the evaluation, the team, including the
parent, meets with the OT to discuss the evaluation results and OT
recommendations, as well as to determine appropriate intervention.
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What are other ways to collaborate with OT in the
school setting?
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Consult with teachers about fine motor, visual motor and sensory issues.
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Provide information and demonstration regarding optimal positioning/posture
for desk top work
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Suggest environmental modifications
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Recommend adaptive equipment
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What is the difference between OT and PT in the
schools? 
In general, OTs may work with a child to improve hand function, visual motor
skills, organizational skills, oral-motor function and independence in other
areas of self-care. PTs focus on gross motor functioning evaluating how a
student moves on the playground, in the classroom and accessing the building.
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