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ABSTRACT
A student’s ability to participate effectively within a classroom environment is dependent on a multitude of factors. However, two such factors, sensory processing and self-regulation skills, are often not well understood by teachers due to limited training and education on these topics. Current research indicates that teachers report managing classroom behaviors as a significant challenge. Sensory processing abilities and self-regulation skills can play a large role in behavior thus warranting support for increased teacher training in these areas to optimize the learning environment for everyone involved. Occupational therapy practitioners working in the school system are distinctly qualified to provide support in this manner by training teachers within Tier 1 of the Response to Intervention process due to their role as a related service in the school and their consideration of client factors, performance skills, and the environment on participation. Providing support at the Tier 1 level allows for the implementation of school-wide programming covering a range of topics that both teachers and students can benefit from. Educating teachers on the use of sensorimotor strategies, how to provide social-emotional learning opportunities and considerations for environmental modifications allows school-based occupational therapy practitioners to equip teachers to approach academic instruction in a more holistic manner.
Acknowledgments
We wish to thank Andrea Maxwell, MOT, OTR/L for her passion and enthusiasm as a school-based occupational therapist and for her encouragement in the development of this manuscript to further promote the distinct benefit of occupational therapists within the school system.
Disclosure statement
No potential conflict of interest was reported by the author(s).