School-Age Therapy Program (SATP)
The School-Age Therapy Program (SATP) provides consultation services in physiotherapy and occupational therapy, The goal of this program is to help school personnel meet the needs of their students.
Occupational therapy is concerned with fine motor functions that are important for a student to participate independently in activities such as school tasks, play, and self care. Specific areas looked at include:
-Daily life activities (feeding, dressing, toileting, personal hygiene)
-Equipment (seating, wheelchairs, commodes, splints)
-Fine motor development (holding pencils, scissors)
-Sensory motor development (drawing, printing, cutting)
-Sensory processing (sitting still, using play-doh)
-Access to technology (computers, word processors)
-Accessibility (washrooms, wheelchair access)
Physiotherapy services are provided on a consultative basis and are to facilitate the school personnel in meeting their students' needs. Examples of students' needs in which the PT might be involved include:
-Use of recommended lifting, carrying and positioning techniques in cooperation with employee health and safety
-Use of positioning equipment
-Use of recommended alternative positioning for physically involved students
-Use of prescribed foot and leg splints
-Mobility in the school, on the playground, or in the classroom
-Integration into or development of an individual physical education program
-Developing appropriate individual motor plans
Adapted Bicycles
Bicycles are an important and incredible skill building, strength building and morale building vehicle for any young child, but especially for a child with physical disabilities that limit their mobility. This child's first bike can be one of their first experiences of independent movement. The bike can foster family activities that might not otherwise be possible and may allow the child to play with other children their own age in a way that would otherwise be impossible.
Occupational therapy is concerned with fine motor functions that are important for a student to participate independently in activities such as school tasks, play, and self care. Specific areas looked at include:
-Daily life activities (feeding, dressing, toileting, personal hygiene)
-Equipment (seating, wheelchairs, commodes, splints)
-Fine motor development (holding pencils, scissors)
-Sensory motor development (drawing, printing, cutting)
-Sensory processing (sitting still, using play-doh)
-Access to technology (computers, word processors)
-Accessibility (washrooms, wheelchair access)
Physiotherapy services are provided on a consultative basis and are to facilitate the school personnel in meeting their students' needs. Examples of students' needs in which the PT might be involved include:
-Use of recommended lifting, carrying and positioning techniques in cooperation with employee health and safety
-Use of positioning equipment
-Use of recommended alternative positioning for physically involved students
-Use of prescribed foot and leg splints
-Mobility in the school, on the playground, or in the classroom
-Integration into or development of an individual physical education program
-Developing appropriate individual motor plans
Adapted Bicycles
Bicycles are an important and incredible skill building, strength building and morale building vehicle for any young child, but especially for a child with physical disabilities that limit their mobility. This child's first bike can be one of their first experiences of independent movement. The bike can foster family activities that might not otherwise be possible and may allow the child to play with other children their own age in a way that would otherwise be impossible.
Main Page: http://www.rmcdc.com/contact/
Contact Page: https://www.rmcdc.com/portfolio/therapy-program/
Details
Disabilities
Autism Spectrum Disorder, Cerebral Palsy, Neuromuscular Disorders, Paraplegia / Quadriplegia, Physical Disability / Mobility Impairment, Spina Bifida
Age
0-18
Eligibility
Referrals must be made through the student's school by the school support staff and are handled on a 'service triage' basis (i.e., needs are addressed according to urgency, with safety receiving top priority).
Referral are processed through Learning Services and then given to the therapist who is assigned to the student’s school. For occupational therapy, the school therapist will prioritize the referral and place the student on a waitlist until active service is available. At that time, the student will be placed on the therapist’s caseload for consultation.
Referral are processed through Learning Services and then given to the therapist who is assigned to the student’s school. For occupational therapy, the school therapist will prioritize the referral and place the student on a waitlist until active service is available. At that time, the student will be placed on the therapist’s caseload for consultation.
Locations
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