| |
|
|
Uncovering potential
for over 50 years
|
A southern California
school and therapy
center for students, ages
six months to 21 years,
who have special needs
in the areas of language,
learning and behavior, as
well as typical peer models
through Grade Six.
|
Occupational and Physical Therapies
|
For information on SLDC's Occupational and Physical Therapy Departments, see below immediate article.
|
|
SLDC Occupational Therapist
Dianna Edmunds
Receives National Award
|
Dianna Edmunds, an Occupational Therapist
at SLDC, was awarded one of two national DbD* 2009 OT Awards (the other winner is from Ohio). Edmunds has been an OT at SLDC for the last 10 years and currently focuses on students in the Jolin Program. She was nominated by Michelle Wenk, a teacher of four- and five-year- olds in Jolin, who commended Edmunds for her inventive, thorough and conscientious approach to students. Way to go, Dianna! |
| *DbD (Development by Design) is a company "dedicated to helping kids with or without disabilities to develop new skills through fun and engaging games and toys". |
|
Diana sees students in the OT Clinic and brings activities to the classroom; students like Paul B. enjoy their time with her - and it's therapeutic!
|
|
The OT/PT department of the Speech and Language Development Center was established in 1979, with the employment of one occupational therapist. Today, six occupational therapists and one physical therapist serve the student population at SLDC.
Each occupational therapist is nationally certified by the National Certification Board of Occupational Therapy and licensed by the Board of Occupational Therapy in the State of California.
According to the American Occupational Therapy Association, occupational therapy involves the therapeutic use of purposeful and meaningful occupations (goal-directed activities) to evaluate and treat individuals who have a disease or disorder, impairment, activity limitation, or participation restriction which interferes with their ability to function independently in daily life roles, and to promote health and wellness. Occupational therapists use purposeful and meaningful activity to facilitate independent function.
|
|
Occupational therapists practice in a wide variety of setting including hospitals, private practices and schools. Some specialize in the assessment and treatment of children with sensory processing problems.
The occupational therapists at SLDC promote independence in a number of areas:
|
sensory system function
self-regulation
feeding
fine and visual motor coordination
handwriting
|
|
|
SLDC students are served by the OT/PT department in a number of ways. A student may be seen individually in our spacious state-of-the-art clinic designed to provide countless sensory and motor challenges at all levels. Alternatively, students are seen in their classrooms, where therapists can focus on a variety of challenges in the natural classroom setting. Students may be seen in class for a variety of reasons – handwriting concerns, fine motor issues or behavioral organization strategies, for example. Groups of students are seen as well, generally for handwriting or fine/visual motor work.
|
|
Occupational therapy for sensory processing disorders is often recommended for children who have difficulty behaving in an organized manner. This might include talking, relating to peers, adults and family members, flexibly changing between tasks or environments, playing on the playground or learning in a classroom setting. A child with sensory processing weaknesses may show
|
- difficulty with being touched
- trouble paying attention
- poor concentration
- distractibility
- poor coordination
- delayed developmental milestones
- difficulty with unfamiliar motor tasks
- trouble staying seated
- overactivity
- stumbles frequently
- reacts abnormally to smell, taste, sounds or other sensations
- tires easily
- prefers to play alone
|
|
These behaviors can be a consequence of sensory processing problems. Our sensory sy stems interpret information in our environments to give our brains an accurate picture of our bodies and our world. If the tactile system, vestibular system (movement), proprioceptive system (muscles and joints), visual system or auditory system are not interpreting or processing information properly, the above behaviors might be evident, and organized behavior might be compromised, including classroom learning as well as the ability to relate to others.
Individual occupational therapy utilizing treatment techniques designed to improve sensory processing is a playful, child-directed intervention. Part of Dr. Jean Ayres' theory encompasses each child's innate drive toward competence. A child's self-direction is always trusted.
|
|
Many times, occupational therapy is confused with adapted physical education, particularly if provided in the school setting. Occupational therapy focuses on providing controlled sensory input via sensory and motor activity to assist the brain in better processing or organizing incoming sensory experience. Adapted physical education emphasizes the teaching of motor skills, and the practice of activities which improve balance and coordination. It, too, may be an important adjunct to a child's education.
|
|
|
