Occupational Therapist

3 days ago

Carrollton, United States Carrollton-Farmers Branch ISD Full time
Position Type:
Special Education - Professional/Special Education - Occupational Therapy

Date Posted:
3/5/2024

Location:
TBD Location Job Title: Occupational Therapist Wage/Hour Status: Exempt

Reports to: Lead Therapist Pay Grade: PA3 - 188 Days

Dept./School: Marie Huie Special Education Center Date Revised: 10/15/2021

Primary Purpose:
The Occupational Therapist plan and provide therapeutic support to improve a student's ability to participate in desired daily school activities or "occupations." Occupational Therapists help children to fulfill their role as students by supporting their academic achievement and promoting positive behaviors necessary for learning. School occupational therapists support academic and non-academic outcomes, including social skills, math, reading and writing (i.e., literacy), behavior management, recess, participation in sports, self-help skills, prevocational/ vocational participation, transportation, and more. School occupational therapists are key contributors within the education team.

Qualifications:
Education/Certification:
  • Master's or Bachelor's(Grandfathered) degree in occupational therapy
  • Valid Texas license as an occupational therapist granted by the Texas Board of Occupational Therapy Examiners & certification with National Board of Certification in Occupational Therapy, Inc.

Special Knowledge/Skills:
  • Knowledge of school based occupational therapy/rehabilitation procedures, activities, and equipment used in occupational therapy
  • Ability to instruct students and manage their behavior
  • Excellent organizational, communication, and interpersonal skills

Experience:
Six months experience as an occupational therapist or new graduate with school Fieldwork 2 experience.

Major Responsibilities and Duties:
Therapy
  1. Plan and provide direct, consultative and integrated services consistent with occupational therapy goals contained in students' Individual Education Plans (IEP). Evaluate student progress and make recommendations regarding occupational therapy services.
  2. Design, construct, alter, and provide students with adaptive equipment and devices to promote functional independence.
  3. Assess students with disabilities and determine need for occupational therapy services
Consultation
  1. Present staff development in assigned school as requested. Conduct one-on-one consultation with teachers, parents, and others to assist with selection and use of adaptive equipment and material that will enhance student learning.
Student Management
  1. Create an environment conducive to learning and appropriate for the maturity level, interests, and needs of the student.
  2. Establish control and administer discipline according to the Student Code of Conduct and student handbook.
Program Management
  1. Participate in the Admission, Review, and Dismissal (ARD) Committee to assist with the interpretation of assessment data, appropriate placement, and goal setting for students according to district procedures.
  2. Develop and coordinate a continuing evaluation of the occupational therapy program and implement changes based on the findings.
Administration
  1. Compile, maintain, and file all reports, records and other documents required.
  2. Comply with policies established by federal and state law, State Board of Education rule, and local board policy. Comply with all district and campus routines and regulations.
Supervisory Responsibilities:
Supervise the work of the occupational therapy assistant, if COTA shares occupational therapists workload.

Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Special needs adaptive equipment; standard office equipment including computer and peripherals
Posture: Frequent standing, sitting, kneeling/squatting, bending/stooping, pushing pulling, and twisting
Motion: Frequent walking, grasping/squeezing, wrist flexion/extension
Lifting: Regular heavy lifting (45 pounds or more) and position of students with physical disabilities; controlling behavior through physical restraint, assisting non-ambulatory students
Environment: Exposure to biological hazards, bacteria, and communicable diseases; may require districtwide travel
Mental Demands: Work with frequent interruptions; maintain emotional control under stress
This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Approved by: Randi Wells 10-15-21
Reviewed by: Dr. Randy Davis

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