The Individuals with Disabilities and Education Act (IDEA, 2004) requires public schools to provide children with disabilities a free and appropriate education. The children with disabilities receive special education services, and appropriate related services to facilitate their participation in learning activities and meet their educational goals. The reauthorization of the IDEA in 2004 also requires public schools to provide children access and necessary support to participate in the general curriculum. As a result, teachers and related service professionals are expected to work towards achieving a common goal of helping children with disabilities to make progress towards the general curriculum. In addition, the related services are
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Most studies on integrated therapies explored the nature of collaboration among teachers and other school professionals or investigated the effectiveness of integrated therapies. The studies indicated that although teachers and therapists agree that collaboration is beneficial for students and team members, collaborating with team members is challenging (Dunn, 1990; Nochajski, 2002). The literature review also indicated that integrated therapies were as effective as direct service delivery models; however, the use of integrated therapies helped the teachers to feel more positive about themselves, acknowledge occupational therapists’ contribution towards children’s educational goals, and engage in collaborative efforts with therapists (Dunn, 1990). Similarly, a study by Turan (2012) showed that the teachers preferred naturalistic approaches due to the emphasis of these approaches on authenticity and skill generalization. In addition, the acceptance of language therapy intervention depended on the treatment approach, the person delivering the intervention and the severity of the language delay. The use of naturalistic approaches also allowed teachers to collaborate with occupational therapists and learn new strategies. In contrast, a study by Huang, Peyton, Hoffman, & Pascua (2011) found that pull- out service delivery methods resulted in low collaboration with teachers. The teachers’ lack …show more content…
Subsidiary issue questions:
• What are the perceived benefits and challenges of integrated therapeutic therapy interventions for children with special needs?
• How do they impact the teacher’s ability to manage the classroom or teaching?
• How do integrated therapies affect the child who receives the intervention and other children in the classroom?
• How do integrated therapeutic therapy interventions for children with special needs influence teacher –child relationship and teacher –therapist relationship?
• What are the barriers to integrated therapeutic therapy interventions for children with special needs? How can it be facilitated?
Definitions:
Integrated therapies are therapeutic interventions and strategies that are implemented in a classroom by a related therapist professional or by a teacher under the supervision of the related service professional (Case-Smith & Cable, 1996). Integrated therapies can range from a therapist working with a child in the classroom to using specialized equipment such as balls, fidget toys, sensory activities, splints, specific strategies, or picture
Most studies on integrated therapies explored the nature of collaboration among teachers and other school professionals or investigated the effectiveness of integrated therapies. The studies indicated that although teachers and therapists agree that collaboration is beneficial for students and team members, collaborating with team members is challenging (Dunn, 1990; Nochajski, 2002). The literature review also indicated that integrated therapies were as effective as direct service delivery models; however, the use of integrated therapies helped the teachers to feel more positive about themselves, acknowledge occupational therapists’ contribution towards children’s educational goals, and engage in collaborative efforts with therapists (Dunn, 1990). Similarly, a study by Turan (2012) showed that the teachers preferred naturalistic approaches due to the emphasis of these approaches on authenticity and skill generalization. In addition, the acceptance of language therapy intervention depended on the treatment approach, the person delivering the intervention and the severity of the language delay. The use of naturalistic approaches also allowed teachers to collaborate with occupational therapists and learn new strategies. In contrast, a study by Huang, Peyton, Hoffman, & Pascua (2011) found that pull- out service delivery methods resulted in low collaboration with teachers. The teachers’ lack …show more content…
Subsidiary issue questions:
• What are the perceived benefits and challenges of integrated therapeutic therapy interventions for children with special needs?
• How do they impact the teacher’s ability to manage the classroom or teaching?
• How do integrated therapies affect the child who receives the intervention and other children in the classroom?
• How do integrated therapeutic therapy interventions for children with special needs influence teacher –child relationship and teacher –therapist relationship?
• What are the barriers to integrated therapeutic therapy interventions for children with special needs? How can it be facilitated?
Definitions:
Integrated therapies are therapeutic interventions and strategies that are implemented in a classroom by a related therapist professional or by a teacher under the supervision of the related service professional (Case-Smith & Cable, 1996). Integrated therapies can range from a therapist working with a child in the classroom to using specialized equipment such as balls, fidget toys, sensory activities, splints, specific strategies, or picture