Supporting Academic Achievement in School-Based Practice

Issued by American Occupational Therapy Association

Earners of this micro-credential have demonstrated the ability to address student issues of academic performance and success within the school-based context. Areas of knowledge include: Cognition and learning; literacy; universal design and assistive technology; interprofessional collaborative practice to benefit the student; and use of AOTA document and resources to support practice in school settings. Practitioners have also covered topics dealing with law and policy of school services

Type Learning
Level Intermediate
Time Months
Cost Paid

Additional Details

Skills

Address cognition and learning through participation
Address reading and written literacy as part of OT intervention
Apply universal design for learning
Understand school law and policy
Utilize assistive technology
Utilize interprofessional practice
Work with School Systems

Earning Criteria

Building a Foundation for School Practice using AOTA Resources The learning environment influences students’ ability to perform and participate in their occupations. Occupational therapy practitioners working in school settings need to understand supporting and barriers impacting student performance within this environment. This course will discuss learning contexts, evaluation and intervention of students using a variety of resources from the AOTA including the OTPF (AOTA, 2020)
Required Essentials Courses must be completed before earning this micro credential: Public Policy Supporting Occupational Therapy in Schools; The Role of Occupational Therapy in Public School Systems of Support; Occupational Therapy Contributions to the Individualized Education Program under IDEA Part B
Interprofessional Collaborative Practices in Multi-tiered Systems of Support in Schools This course highlights the importance of interprofessional collaboration within public education services for Multi-tiered Systems of Support, including referrals and evaluations for special education. Implementation of embedded, collaborative services are shared. Data collection for decision-making is also discussed.
Cognition and Learning Occupational therapy practitioners working in schools understand the essential cognitive and learning that occurs in schools and support student’s participation and success through various indirect and direct service delivery models. This course provides an overview of cognitive development and function.
Assistive Technology, Universal Design for Learning, and School-Based Practice This course provides a foundational understanding and definition of assistive technology and universal design for learning. Information on how these can be embedded into school-based practice is also provided. In addition, the course outlines the role of legislation in supporting the use of technology in school contexts.
Literacy: Handwriting and Written Expression to Enhance Participation Writing as an essential school activity that students use throughout their academic years. As with any learned motor activity, acquisition of handwriting requires educators to provide systematic instruction and practice. When problems arise in writing, a request for an occupational therapy evaluation is made to gather information using formal and informal methods with respect to the student’s performance and contextual support
Literacy: Reading to Enhance Participation. Occupational therapy practitioners support students with reading difficulties using a holistic and participation approach. Although it is essential for practitioners to address the prerequisite skills students need for effective reading, these skills must be related to the goal of increasing meaningful participation in reading activities at school, at home, and in the community.