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Integrating Occupational Therapy Into Early Childhood Classrooms
 From the August 2002 Early Childhood newsletter.Bridging the classroom environment to the child allows the child to have equal interaction and an equal learning experience," says Phillipa Campbell, a professor of occupational therapy at Thomas Jefferson University in Philadelphia, when asked about the benefits of integrating occupational therapy into early childhood classrooms. "OTs are really skilled at getting children to participate." As the third installment of our series on integrating therapies into early childhood classrooms, we spoke to Dr. Campbell for some strategies on integrating OT most effectively. We learned that while incorporating OT into classroom activities is challenging and requires efforts on the part of teachers, therapists, and administrators, the benefits children receive are more than worth those efforts. Overcoming Barriers "It's very hard for therapists, particularly new therapists, to set up an experience in the classroom where children [with disabilities] can work on skills," admits Dr. Campbell. "The therapists know what to do in a clinic or pull-out setting, but those techniques are not necessarily compatible with what goes on in the classroom. The challenge is to retrofit the techniques to the new setting." Dr. Campbell cautions that OTs should not lose sight of a child's long-term goals as they make these adaptations to the classroom environment. For example, if a child has difficulty sitting in a chair and is working toward being able to sit independently, the therapist should not only work to adapt the chair so that the child can sit in it, but should also work with the child on skills needed to meet his or her overriding goal. Another barrier to successful integration of OT is the lack of collaboration between teachers and therapists. Dr. Campbell emphasizes that teachers and therapists should schedule regular meeting times. Acknowledging that these are sometimes difficult to fit in with all of the demands on teachers' time, Dr. Campbell recommends that administrators take an active role in giving teachers and therapists breaks in their schedule for meetings. She also emphasizes the importance of respect and understanding for each other's responsibilities. "OTs should talk to the teacher about what goes well [for each student with disabilities], what doesn't go well, and should figure out how to make those things work better." OTs should also be careful, says Dr. Campbell, to make sure interventions and skills practice are scheduled at feasible times. Therapists need to be flexible and make compromises in activity planning and intervention times. Strategies Adapting OT techniques to early childhood classroom activities can seem daunting, but it need not be. For example, the gross motor area of the classroom can have a swing that the therapist can use in an activity not only designed to provide OT for the children with disabilities, but also for the typically developing children in the class. Most important is the need for OTs to familiarize themselves with the curriculum and the teacher's lesson plans, and plan ahead for any adaptations a child may need. "Approach it from a systematic standpoint and ask yourself, 'What do I need to do to modify the environment?' and 'How can the child fit into the class?'" For actual interventions, Dr. Campbell suggests looking at each day's schedule to see where therapeutic activities can fit in. For example, trunk balance activities that use a balancing ball can be integrated into physical education class or playground activities. Keep in mind is that integrating therapy into a child's daily activities increases the opportunities for a child to practice targeted skills and meet their goals. "Practice makes perfect," reminds Dr. Campbell. "Children learn faster when they have more opportunities to practice [skills]. You're increasing the amount of a child's intervention."
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