Occupational Therapist

Job Title: Occupational Therapist

Job Category: Exempt

Department: Certified

Reports To: Director Special Education

Supervises: None

Hours of Work: Daytime hours, Full time

Date last updated: November 2018

It is the policy of Elkhorn Public Schools to not discriminate on the basis of sex, race, color, religion, veteran status, national or ethnic origin, age, marital status, disability, genetic information, pregnancy, childbirth or related medical condition, or any other category protected by law in its educational programs, admission policies, employment policies or other administered programs. Person requiring accommodations to apply and/or be considered for positions are asked to make their request to the Superintendent.

GENERAL SUMMARY, EDUCATION, AND QUALIFICATIONS

The Occupational Therapist leads the process in development, implementation, and coordination of the occupational therapy program. Screening, evaluation, educational program and transition planning, therapeutic intervention, and exit planning is provided for students identified with or suspected of having disabilities that interfere with their ability to perform daily life activities.

• Bachelors degree or higher.
• Must possess a Nebraska licensure as an Occupational Therapist and such other licensures or certifications as may be required by HHS, NDE and the District, in additional to all other required or assigned certification and training.
• Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of disorders that require the provision of occupational therapy services within the school setting.
• Clear a state criminal record check and a child abuse check

ESSENTIAL FUNCTIONS, WITH FREQUENCIES:

1. (C) Support student learning by focusing resources and interventions on educational concerns in order to improve educational outcomes for all students; uses a variety of assessment techniques to evaluate students and the conditions that affect their performance in order to resolve behavior issues or learning obstacles

1. (C) Exhibit exceptional communication skills, both verbal and written; effectively consult and collaborate with educators and parents through a mutual problem-solving and decision making process, to define problems, improve educator and parent understanding, and implement interventions; develop and maintain positive relationships with students, parents and other educators
2. (C) Demonstrate professionalism at all times, and maintain a high level of ethical behavior and confidentiality of student information. Serve as a role model to students, exercising good judgment, effectively collaborating with parents in a courteous and honest manner, conducting oneself according to the policies of the District and the Nebraska Board of Education, using appropriate methods to reinforce positive behaviors and resolve conflicts with students and other staff members
3. (C) Regular, dependable in-person attendance on the job in order to maintain a student's regular routines, foster student learning and build student relationships; the ability to perform the identified tasks and possess the identified knowledge, skills, and abilities to perform the identified work activities; the ability to perform the identified physical requirements

(Duties may vary by season or student grade levels; however, examples of typical performance responsibilities are listed below (not intended to be all-inclusive). There may be other duties assigned to an Occupational Therapist by the Executive Director of Special Education as part of fulfilling goals that support student learning.)

Performance Responsibilities:

• Assess, plan, organize, and implement rehabilitative programs that help restore vocational, homemaking, and daily living skills, as well as general independence of students in need of school occupational therapy services.
• Provide school occupational therapy services to assigned students and perform related duties as assigned.
• Participate in team meetings for the identification of students with disabilities (MDTs) and the development of IEPs and 504 Plans and implement provisions of IEPs and 504 Plan accommodations for students.
• Evaluate student physical and mental abilities and analyze medical data to determine eligibility for special education services and realistic occupational services and goals for students.
• Select activities that will help students learn work and life-management skills within limits of their mental and physical capabilities.
• Plan, organize, and conduct occupational therapy programs in school and other relevant settings to help rehabilitate students impaired because of illness, injury, or psychological or developmental problems.
• Recommend changes in students' school environment consistent with their needs and capabilities.
• Help students improve decision making, abstract reasoning, memory, sequencing, coordination and perceptual skills, using computer programs and other strategies.
• Provide training and supervision in therapy techniques and objectives for students, parents, nurses and other staff.
• Design and create, or requisition, special supplies and equipment, such as computer-aided adaptive equipment.
• Direct, supervise, assess, and communicate with educators and supportive personnel.
• Teach others to implement and supervise implementation as needed of designated occupational therapy procedures.
• Refer the parents and the student as appropriate to community resources and services.

Marginal Duties:

• May attend school functions outside of regular work hours such as parent conferences, musical performances, banquets, receptions, board meetings, athletic events or other school events, as required
• May assist with special events during the school day, such as fire drills, classroom parties, school assemblies, etc.

JOB SPECIFICATIONS (Skills and Abilities)

• Ability to read in English and write in English in order to interpret work related rules, reports, and procedures, and review assignments

• Ability to communicate information and ideas verbally or written in English
• Ability to interpret achievement test results, charts or tables for social or economic research, and psychological test results; and write scholarly or technical research papers
• Able to prioritize, organize, and accomplish assigned work so that daily, weekly, and monthly deadlines are met
• Able to work alongside and communicate effectively with a wide variety of people, including principals, fellow teachers, counselors, support staff, students, parents and community
• Able to work independently and/or as a team member to complete tasks and meet goals
• Communication Skills
  • Active Listening - giving full attention to what other people are saying, taking time to understand what is being said, asking questions as appropriate, not interrupting. The ability to understand information presented through spoken words
  • Speaking - talking to others to convey information effectively. The ability to communicate information and ideas clearly
  • Writing - effectively communicating through written word. The ability to read and understand information presented in writing
• Instructing - teaching others how to do something
• Leadership - willingness to lead, take charge, and offer opinions and direction
• Learning Strategies - selecting and implementing the appropriate instructional methods for the situation
• Monitoring - assessing the performance of self and students
• Time Management - managing one's own time and the time of others
• Critical Thinking - using logic and reasoning to identify the strengths and weaknesses of alternative solutions
• Evaluating information to determine compliance with standards - using relevant information and individual judgment to determine whether events or processes comply with laws, regulations and standards
• Reasoning - deductive reasoning, or the ability to apply general rules to specific problems to produce answers that make sense; inductive reasoning - the ability to combine pieces of information to form conclusions
• Problem Solving - identifying problems, developing a strategy and implementing solutions
• Judgment and Decision Making - consider the pros and cons of a situation and choose the most appropriate course of action
• Negotiation - bringing people together and trying to reconcile differences

WORKING CONDITIONS

Frequently work in controlled building environments, and for small amounts of time in outdoor temperatures to include heat and cold, high or low humidity, noisy, windy and dusty environments. Most job tasks are performed in close physical proximity to other people, including children

Clothing/Personal Protective Equipment used on the job:

• Indoor clothing includes business casual attire, comfortable shoes; Outdoor clothing including coats, boots, gloves and hats dependent on outside environmental conditions.
• Protective gear generally not needed

Equipment/Tools used on the job: computer, either Apple or Windows based, various software programs including email, telephone, A/V equipment, calculator, copy machine, whiteboard/markers, various other office supplies

Physical Requirements - DOL Physical Requirements and Weight Classifications:this job traditionally falls within a light to medium weight work classification per Department of Labor definitions. Frequency of activities may depend on seasonal elements, school location and building style.

Sedentary Work

Sitting for 6 hours of an 8 hour work day with lifting of no more than 10 pounds occasionally. Possible frequent lifting of small objects weighing less than 10 pounds such as files and small parts.

Light Work (not to be confused with modified or transitional work)

Lifting no more than 20 pounds on an occasional basis and up to 10 pounds frequently. Typically requires standing and walking for 6 hours of an 8 hour day (certain light jobs may require continuous sitting and entail the consistent use of either hand or foot controls).

Medium Work

Maximum occasional lifting of up to 50 pounds; frequent lifting of up to 25 pounds. Typically on feet 6 hours of an eight hour day.

Heavy Work

Maximum lifting of up to 100 pounds with frequent lifting of weights up to 50 pounds. Typically standing and walking of 6 hours out of an 8 hour day.

Very Heavy Work

Maximum lifting of over 100 pounds with frequent lifting of weights up to 50 pounds. Standing and walking for the majority of the work day.

Physical Requirements - Occupational Therapist NE = Non-Essential E = Essential

Not a job requirement

Occasional-up to 33%

Occasional - Essential up to 33%

Frequent- 34%-66%

Continuous-over 67%

NE

NE

E

E

E

Stamina

Sitting

X

Walking

Standing

Sprinting/Running

X

Flexibility

Bending, twisting at the neck more than the average person

X

Bending, twisting at the trunk more than the average person

Squatting/Stooping/Kneeling

Reaching above the head

Repetitive motions with arms/hands (finger or manual dexterity)

Activities

Speaking

X

Hearing

X

Climbing (ladders, stools)

X

Hand/grip strength

Driving on the job

Typing

Lifting Requirements

Up to 10 lbs - floor to waist and/or waist to shoulders

Up to 10 lbs - shoulder to overhead

11 - 25 lbs - floor to waist and/or waist to shoulder

11 - 25 lbs - shoulder to overhead

26 - 50 lbs - floor to waist and/or waist to shoulder

26 - 50 lbs - shoulder to overhead

X

Over 51 lbs - floor to waist and/or waist to shoulder

X

Over 51 lbs - shoulder to overhead

X

Pushing/Pulling

25 - 50 lbs

51 - 75 lbs

Over 76 lbs

X

Carrying

10 - 25 lbs

26 - 50 lbs

51 - 75 lbs

X

Disclaimer:

The statements in this job description are intended to describe the general nature and level of work being performed by individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties, and skills required of personnel in this position. These statements are not intended to limit or, in any way, modify the right of any supervisor to assign and direct the work of employees under his/her supervision.

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