It became apparent immediately that Katarina was very bright. However, her severe sensory integration issues made learning and functioning difficult. She could not sit at carpet time or focus on any curricular or non-curricular activity for more then a few minutes at a time. Space was very difficult for Kat to manage when it was unstructured - such as time on the playground. We realized immediately that a very structured program needed to be developed for Kat. All activities, curricular and non-curricular, were short and successful lessons were reinforced immediately. All interventions would at first be implemented one-on-one by an adult. An occupational therapist was called in to do a sensory integration assessment. The OT then developed a plan to help the classroom teachers work daily on Kat’s sensory integration issues. The entire special education team, OT, Speech and language specialist, classroom teacher, aides, and Adaptive PE specialist worked together to provide a very structured approach to Kat’s day, making sure all learning was developmental, and providing experiences that Kat could be successful with. As the year progressed, Kat’s attention improved, her behaviors became more manageable with Kat taking on some responsibility for them, and her academic skills began to improve. Mom, who had been extremely unhappy with her last placement and had threatened litigation, saw Kat’s growth and became very positive about Kat’s school experience. The result was that Kat was able to function and grow in a less restrictive environment then her previous placement. She was able to remain on a regular education site rather then being placed at a special site.
It became apparent immediately that Katarina was very bright. However, her severe sensory integration issues made learning and functioning difficult. She could not sit at carpet time or focus on any curricular or non-curricular activity for more then a few minutes at a time. Space was very difficult for Kat to manage when it was unstructured - such as time on the playground. We realized immediately that a very structured program needed to be developed for Kat. All activities, curricular and non-curricular, were short and successful lessons were reinforced immediately. All interventions would at first be implemented one-on-one by an adult. An occupational therapist was called in to do a sensory integration assessment. The OT then developed a plan to help the classroom teachers work daily on Kat’s sensory integration issues. The entire special education team, OT, Speech and language specialist, classroom teacher, aides, and Adaptive PE specialist worked together to provide a very structured approach to Kat’s day, making sure all learning was developmental, and providing experiences that Kat could be successful with. As the year progressed, Kat’s attention improved, her behaviors became more manageable with Kat taking on some responsibility for them, and her academic skills began to improve. Mom, who had been extremely unhappy with her last placement and had threatened litigation, saw Kat’s growth and became very positive about Kat’s school experience. The result was that Kat was able to function and grow in a less restrictive environment then her previous placement. She was able to remain on a regular education site rather then being placed at a special site.