occupational and physical therapy services

MARESA Occupational and Physical Therapists provide direct services to students with disabilities to help them achieve their educational goals.

OCCUPATIONAL THERAPY*

Occupational Therapists evaluate, consult, monitor and/or provide direct and/or indirect treatment to students in the following areas:

Educational Training

The goal is to build capacity in the educational setting with ongoing educational training to empower families, teachers, and other school staff to meet the educational needs of all students.

Sensory Processing Skills

Include (but may not be limited to): sensory processing, perceptual/visual motor, oral motor, self-regulatory, and readiness abilities as foundations for sensory processing skills as appropriate to the learning environment.

*Accommodations in the Educational Setting

Assessment and implementation of strategies which accommodate the learning needs as well as the physical environment, such as in classrooms, hallways, restrooms, lockers, playgrounds, and cafeterias.

Components of Movement

Development of head and trunk control for fine motor and bilateral skills, motor planning, and coordination of body parts for purposeful and skilled movement as appropriate to the learning environment.

Assistive Technology

OTs work with a team to assist in the educational setting to adapt, make recommendations, and/or provide training for low tech as well as high tech equipment for the purpose of educational benefit.

Self-Care Skills

Include (but may not be limited to): feeding, dressing, hygiene, toileting, oral-motor, and regulatory skills to participate in activities as appropriate to educational goals and objectives.

Adaptation of Equipment

Assessment and modification of splints or referral to and collaboration with an orthotist as deemed appropriate. Assess need for adaptive equipment and modification of equipment for functional use (i.e. writing, dressing, feeding), and training in use of upper extremity prostheses; recommendations for positioning, wheelchairs, hand splints, upper extremity braces, transportation, and seating devices as appropriate to the learning environment.

Pre-Vocational/Vocational Skills

Manual dexterity, strength, endurance, physical capabilities, adaptive methods, and equipment as appropriate to the learning environment.

Team Meetings

Consult frequently with teachers, other therapists involved, paraprofessionals, and families to establish global treatment approach individualized for each student. Attend staffings and IEP meetings.

Documentation

Provide timely, accurate, and appropriate documentation following state, federal, and Marquette-Alger RESA guidelines.

Note: The practice of Occupational Therapy does not include identifying underlying medical problems or etiologies, establishing medical diagnoses, or prescribing medical treatment.

* Home is the least restrictive environmental setting for the 0-3 population.

*Certified Occupational Therapist Assistants provide treatment, monitor progress, and consult under the supervision of a fully qualified Occupational Therapist.

PHYSICAL THERAPY*

Physical Therapists evaluate, consult, monitor, and/or provide direct and/or indirect treatment to improve or maintain a student's level of functioning by addressing the following areas:

Educational Training

The goal is to build a student's capacity in the educational setting with ongoing educational training to empower families, teachers, and other school staff to meet the educational needs of all students. Staff training to maintain the health and safety of the staff may include but is not limited to safe transfer and lifting techniques.

Functional Mobility

Weight bearing and balance activities are designed to maximize mobility. Gait training in use of braces, orthotics, and lower extremity prostheses may include assistive devices (such as crutches, walkers and canes) to negotiate all surfaces including stairs and ramps. Training in wheelchair use for independent mobility is also provided as appropriate to the learning environment.

Environmental Adaptations - Recommend and modify equipment which adapts the instructional environment (e.g. entrances, restrooms, classrooms, transportation) to minimize obstacles which may prevent student participation.

Posture

Assess deformities of the musculo-skeletal system and postural asymmetry. Provide and support referral for further medical assessment when appropriate. Provide exercise programs to improve posture and/or positioning equipment (desks/chairs) to adapt for physical disabilities.

Components of Movement

Development of head and trunk control for general stability and coordination, gross motor skills, and balance. Exercises and activities designed to increase muscular strength and endurance, reduce abnormal muscle tone, maximize desired joint motion, and prevent deformity in order for improved success in educational environment for students with physical disabilities.

Adaptive Equipment Needs

Recommend, assess, construct, and/or modify equipment such as positioning devices, wheelchairs, adaptive seating, mobility aids, braces, orthotics and other specialized needs. Construct with orthotists and equipment specialists to address student needs as appropriate.

Community Mobility

Assist classroom teacher with student mobility in the community as appropriate to the learning environment.

Team Meetings

Consult frequently with teachers, other therapists involved, paraprofessionals, and families to establish global treatment approach individualized for each student. Attend staffings and IEP team meetings.

Documentation

Provide timely, accurate, and appropriate documentation following state, federal, and Marquette-Alger RESA guidelines.

Note: The practice of Physical Therapy does not include identifying underlying medical problems or etiologies, establishing medical diagnosis or prescribing medical treatment.

*Home is the least restrictive environment setting for the 0-3 year old population.

*Physical Therapist Assistants provide treatment, monitor progress, and consult under the supervision of a fully qualified Physical Therapist.

 

CONTACT

 
Mary Beth Coyne, OTRL
Occupational Therapist
CPI/HWC Trainer
Early On Services
Email: mcoyne@maresa.org
Direct dial phone: (906) 226-5169
 
Anna Edwards, MS OTRL
Occupational Therapist
Early On Services
Email: aedwards@maresa.org
Direct dial phone: (906) 226-5159
 
Britta Pennell, MS OTRL
Occupational Therapist
Nutrition Educator
Early On Services
Email: bpennell@maresa.org
Direct dial phone: (906) 226-5117

Gena Turner, OTRL
Occupational Therapist
Early On Services
Email: gturner@maresa.org
Direct dial phone: (906) 226-5152
 
Becky Treado, PT
Physical Therapist
Early On Services
Email: btreado@maresa.org
Direct dial phone: (906) 226-5156