Practice happens where life happens.
Integrated therapy does not mean moving a traditional therapy session into a classroom. Therapists assess, develop plans, teach safe strategies, monitor progress, and coach the people who support the student. Teachers, paraprofessionals, nurses, therapy assistants, and families then provide consistent opportunities to practice throughout real life.
Movement
Walking and mobility are practiced from the car to class, from class to recess, and from the desk to the bathroom.
Self-feeding
A child begins participating during real meals before the skill looks polished. It may take longer and it may be messy.
Communication
AAC, signs, gestures, and speech are supported during lessons, play, meals, care routines, and community outings.
Participation begins before mastery.
A child does not have to prove a skill in a therapy room before using it at school or at home. Repeated opportunities in meaningful contexts help the student generalize skills, solve problems, build endurance, and become more independent.
The goal is not perfect performance in a therapy room. The goal is greater participation, dignity, and independence in the student’s actual life.
The whole team notices what affects participation.
When a student struggles, the team considers communication, medical, sensory, motor, environmental, task, and relationship factors together.