Date of Award
Winter 1-5-2019
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
First Advisor
Dr. Sean O'Shea
Abstract
With so many developmental differences early in life, it is important for early childhood educators to be just as supportive as therapists, and possibly more so, because they spend more time with children. This guide is intended for early childhood educators working with young children who receive services in occupational therapy, speech- language therapy, and/or physical therapy. When children receive therapy services, they are often removed from the classroom setting and are seen privately by a therapist, or with a small group, in a separate room. However, intervention strategies are also effective when implemented in the child’s natural environment, such as the school setting or the home. This handbook will review specific strategies and activities that therapists use with children during their sessions, in order for teachers of these children to apply and reinforce the work of the therapist in the classroom. The targeted population for this guide is young children in a preschool setting. Mainly, these strategies aim to benefit and support children who are working with occupational therapists, speech-language therapists, and/or physical therapists. However, these strategies could also be beneficial for children who do not receive therapy, or whose developmental variations have not yet been identified.
Recommended Citation
Recoder, L. E. (2019). Supporting Therapy in the Classroom : Strategies for Occupational, Speech/Language, and Physical Therapy. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/238
Comments
Infant and Family Developmental and Early Intervention Dual Certification Program