Occupational Therapy (OT) helps children and young people to achieve or maintain their level of independence so that they can lead full and happy lives and reach chosen goals. Occupational therapists will do this by looking at the individual, their occupations (e.g. learning, playing, self-care) and the environment. If these three things are not working together then it can be hard to take part in what you need and want to do.
At Dysart School, the OT team supports school staff and families in helping pupils to reach their maximum potential in achieving these everyday activities. This might include; accessing learning, eating, dressing, playing and having fun.
We look at a child’s;
The Occupational Therapy Team:
Our ways of working
Occupational Therapy at Dysart School is based on a range of evidence-based interventions. Our current way of working, which is in line with the recent review of therapy services in the boroughs of Kingston and Richmond, is based on an integrated approach.
As part of this approach, we work collaboratively with the multidisciplinary team alongside school staff, Physiotherapists, Speech and Language Therapists, Educational Psychologists and School Nurses. We also work closely with families to encourage continuity between home and school settings, as this ensures maximum benefits for the child.
Our integrated approach is set out in three parts, Universal, Targeted and Specialist provision. Your child may access some or all of these at different times during their educational journey. For example, once a period of targeted or specialist intervention has been completed, your child will return to support outlined in the universal service level.
The role of the OT service at this level is to support all children and young people who attend Dysart school. It’s aim is to embed strategies into each classroom, ensuring consolidation of skills so that children are able to access learning. This will include;
The role of the OT service at this level is to provide specific intervention for individuals or groups of children to support their access to learning. Children who are still experiencing difficulties in accessing learning after input through the universal provision will access this service level. This will include:
Individual therapy is occasionally needed to carry out specific assessments and intervention. This is completed as part of the specialist service level and is accessed by;
Specialist Service Level input may include;
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