So What's an Occupational Therapist? - Horizon School Division
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So What’s an Occupational Therapist?
My name is Jasmin Richter, and I am the Occupational Therapist at your school this year. I
work in a number of schools within the Horizon School Division, including yours! When in the
school, I work with students, teachers, parents and other professionals. Occupational
Therapists (OTs) believe that occupations (activities) describe who you are and how you feel
about yourself. If you are unable to do the things you want, or need to do to live and enjoy
your life, your general well-being may be affected. OTs work with people of all ages and in
many different environments – including schools!
In schools, OTs consider a child’s occupations to be learning, playing and being social. Sometimes a child’s success can
be impacted by physical, developmental, and sensory challenges. When a child is not reaching their full potential
because of concerns with gross motor, fine motor, sensory processing or self-regulation skills, an OT will join the
multi-disciplinary team to problem solve and program plan for that child. We work with children who have challenges
and in the classroom to support teachers in implementing strategies to help all students. I may visit your child’s
classroom to work with their class at any point this year.
Why would my child need individual OT services?
Does your child…
seem weak or floppy; tends to lean on arms or slump at desk/table
fall frequently; is clumsy, falls off chairs frequently
bump into furniture or people, has trouble judging their body in relation to the space around them
does not enjoy jumping, swings, or having feet off the ground
dislike bathing, cuddling, or hair cuts
over-react to touch, taste, sound, or odors
difficulty paying attention or following instructions
difficulty focusing attention or over-focused and unable to shift to the next task
physical or emotional outbursts
need more practice than other children to learn new skills
overly active, unable to slow down
use too little or too much force on things
If your child is experiencing three or more of the examples from this list, Occupational Therapy intervention
may be helpful.
If you have any questions, please do not hesitate to contact me at jasmin.richter@horizonsd.ca or leave a
message for me at your school. Have a great year!
Creating a better world, one student at a time
OT & SLP Summer Calendar July 2020
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4
What is your Create an obstacle Hit a balloon back
favourite course! Practice Practice drawing and forth to a
vegetable? Try to going over, under, shapes with sidewalk partner. How long
think of 3 more kinds and around things. chalk, including can you keep it in
of vegetables! Crawl and jump, circles, X’s, lines, and the air?
too! squares.
5 6 7 8 9 10 11
Solve the riddle: I am Play Jenga, Pick up Talk about what the Use tweezers, tongs, Think of 3 words that Go swimming!
a loud, rumbling Sticks, or marbles! weather today is like. spray bottles, baster, rhyme with “sun”.
sound that you hear or eye dropper.
during a storm. What
am I? (thunder)
12 13 14 15 16 17 18
Practice saying the Do a weaving craft, Read a new book Do animal walks! Think of 3 (or more!) Play in sand or
days of the week. string beads, or together! Walk like a bear, kinds of bugs you water. Practice
braid. (Or try tying crab, snake, or pick might see outside. pouring and
shoes if learning) another animal. digging.
19 20 21 22 23 24 25
Draw or colour a Clap out the Play Operation, Lite Play Simon Says! Draw with chalk on Practice taking turns
picture. syllables (beats) in Brite, or card games! Listen carefully to the the sidewalk or while playing a
your name. directions. driveway. board game.
26 27 28 29 30 31
Read a book Paint a picture or Clap out the Motor skills are Practice following
together, and listen use finger paint. syllables in the word important for daily directions: Raise your
for words that start “trampoline” activities and writing. hand, touch your
with the “S” sound. together! (3) Lay 10 cards flat on nose, then jump on
How many can you the table. Turn each one foot!
find? one over. How fast
can you go?
Summer OT & SLP Calendar August 2020
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1
Clap out the syllables
(beats) in the word
“rainbow.” (2)
2 3 4 5 6 7 8
Happy Follow these Play with play These words rhyme “sky” Climb or hang on monkey
Saskatchewan Day! directions: if you dough, plasticine, and “bye.” Can you think bars. How long can you
Think of 5 things
Practice fastening that smell good. have brown hair, or clay---rolling, of two more words that hang?
buttons and zipping jump 5 times; if pinching, and rhyme with ‘sky’ and _____ seconds.
up your jacket. you do not have building! ‘bye’?
brown hair, touch
your toes!
9 10 11 12 13 14 15
Reread a favourite Use play dough, Can you repeat Ride a bicycle, It’s hot in the summer! Play tag! Try different
book together. Mechano, this list of insects in skateboard, or Think of 3 other things that variations: freeze tag, TV
Tinkertoys, or Lego the same order? rollerblade for 15 are hoe. (Examples: fire, tag, or make up your own
blocks. Ant, spider, fly, minutes or more. soup, stove) version!
ladybug.
16 17 18 19 20 21 22
Practice a nursery Use clothes pins, Riddle: I am a red, Do a maze, dot- Ask someone in your Play catch or Tug-of-War
rhyme, like help pull weeds, crunchy fruit with to-dot, or jigsaw family what their favourite (or have a pillow fight if
“Humpty Dumpty” or put away seeds inside, and I puzzle. sport or game is. Next, ask you are allowed!)
or “Hickory Dickory groceries. grow on a tree. them why it is their
Dock” What am I? favourite.
(apple)
23 25 25 26 27 28 29
Try balancing on one Hold various Clap out the Jump! Use a Fix this silly HERE COMES
foot for 10 seconds. positions (stork syllables (beats) in skipping rope, sentence so it makes KINDERGARTEN!
Do this twice on stand, stretches, the word trampoline, play sense: Wash your hands
each foot.
or yoga) “caterpillar.” (4) hopscotch, or do with soap and lemonade.
jumping jacks.
30 31
©AnxietyBC
www.anxietybc.com
SEPARATION
ANXIETY
During the First Days of
Kindergarten
TIPS
FOR
PARENTS
AND
CAREGIVERS
It
is
natural
for
a
young
child
to
feel
anxious
about
separating
when
starting
the
school
year.
It
can
also
be
a
stressful
time
for
parents.
As
a
parent,
the
first
thing
to
do
is
check
in
and
be
honest
with
yourself.
Are
there
feelings
of
apprehension
and
dread
about
leaving
your
little
one
at
school?
Do
you
get
frustrated
or
exasperated
at
your
child’s
resistance,
meltdowns,
and/or
controlling
behaviours?
Do
you
have
guilt
www.anxietybc.com
or
ambivalence
about
whether
your
child
will
be
OK?
It
is
natural
to
have
mixed
emotions
about
this
big
step.
Gently
acknowledging
and
taking
care
of
your
own
feelings
will
help
you
find
that
calm,
confident
parent
inside
of
yourself
that
your
child
is
going
to
need
during
this
transition.
BEFORE
the
first
week
-‐
Have
your
child
draw
a
picture
to
give
the
new
teacher
on
the
first
day.
of
school:
-‐
Help
your
child
think
of
something
1.
See
if
you
can
go
in
and
look
special
to
show
the
teacher.
www.anxietylab.educ.ubc.ca
around
the
classroom,
and
meet
the
teacher
before
school
starts.
Whether
2.
Help
your
child
work
out
some
of
they
meet
in
person
or
not,
it’s
their
fears
in
advance
through
play.
In
anticipation
of
school
important
to
foster
a
relationship
with
Some
ideas:
separation,
some
children
may
the
teacher
in
advance.
Talk
about
-‐
Act
out
successful
and
loving
express
or
release
anxiety
going
to
school
in
positive
ways,
and
separations
and
reunions
with
toys.
how
delighted
the
teacher
is
to
have
through
crying
and
Reverse
roles
and
have
your
child
be
your
child
in
his/her
class.
Sometimes
‘in
charge’
and
leave
you
at
home
or
emotional
outbursts.
more
anxious
or
sensitive
children
will
school.
Use
humour
to
make
it
fun.
It’s
important
for
your
child
to
feel
want
to
attach
to
their
teacher
first
heard,
so
sitting
with
the
child
before
they
branch
off
to
befriend
-‐
Hide
and
seek
gives
your
child
“safe”
with
calm
confidence
is
important
other
children.
Some
ideas:
separation
practice
and
the
experience
during
these
times,
without
trying
of
being
found
over
and
over
no
-‐
Talk
about
shared
likes
and
interests,
to
convince
them
out
of
their
matter
what,
e.g.,
“I
will
always
come
e.g.
“I
heard
Mrs.
Johnson
loves
reading
find
you
a
million
times,
no
matter
what
feelings.
Think
of
it
as
‘unloading’
books
about
animals,
and
you
do
too!
I
pirates
or
ogres
try
to
stop
me!”
some
pent
up
worries
beforehand.
wonder
if
she
likes
trains
too?”
(cont..)
Authors:
Stephenie
Gold,
Director,
LEAP
Clinic
(www.leapclinic.ca);
Dr.
Lynn
Miller,
Ph.D.,
R.Psych;
Katia
Jitlina,
M.Sc.
1
of
3
www
3.
Go
to
the
library
and
find
some
children’s
books
on
helping
with
separations
(ask
Librarian
for
help).
4.
Create
a
special
“transition”
photo
book
of
the
steps
for
school
drop
off
and
pick
up
(e.g.,
putting
on
shoes,
getting
in
car,
front
door
of
classroom,
waving
goodbye),
including
photos
of
loved
ones
and
warm,
encouraging
messages.
Your
child
can
keep
this
at
school
or
in
his
or
her
backpack
or
cubby.
5.
Make
sure
your
child
gets
enough
rest.
Start
turning
back
bedtime
by
15
min
increments
(instead
of
going
to
bed
at
9:00
pm,
first
night
go
to
bed
at
8:45,
next
night
8:30,
next
night
8:15,
etc).
-‐
Draw
a
heart
or
put
a
sticker
on
the
child’s
hand
and
on
This
may
be
hard
due
during
late
sunsets,
but
one
way
your
own
hand,
and
say
every
time
your
child
looks
at
it
to
ensure
an
earlier
bedtime
is
to
wake
the
child
in
the
throughout
the
day,
you
will
think
of
each
other.
morning
at
the
“usual”
time
for
school
(start
the
day
at
-‐
Together,
make
up
a
special
goodbye
handshake
or
7:00
am).
Little
ones
need
lots
of
sleep,
usually
10-‐12
secret
silly
parting
ritual
(e.g.
tugging
ears
and
then
kissing
hours
of
sleep
a
night.
the
back
of
your
child’s
hands).
6.
Have
adventures
in
and
around
the
school.
Plan
-‐
Leave
an
encouraging
note
or
drawing
in
your
child’s
bag
frequent,
short
trips
to
the
playground
(include
other
to
look
at
during
a
certain
time
of
the
day
(e.g.
at
lunch).
neighbourhood
children
if
you
can).
Talk
about
what
your
child
will
be
able
to
see
from
the
classroom
window,
give
-‐
Share
things
that
you
are
carrying
around
to
remind
you
the
trees
or
other
landmarks
secret
or
silly
names,
of
your
child
(e.g.,
photos
on
your
phone,
a
drawing
your
suggest
favourite
things
to
do
at
recess
or
lunch,
and
child
made)
to
show
that
while
apart,
you
are
‘holding
on’
to
games
children
might
play
in
the
field.
your
child
too.
-‐
Being
hungry
can
make
separation
issues
much
worse.
The
Morning(s)
of
School
Days:
Even
a
small
protein
snack
just
prior
to
leaving
the
house
can
help.
-‐
Remind
your
child
about
the
fun
things
that
are
happening
at
school
that
day
and
what
the
classroom
will
-‐
As
much
as
possible,
focus
your
child’s
attention
into
the
look
like.
Paint
a
mental
picture
for
your
child
of
what
to
reconnection
after
school.
“After
school,
let’s
sit
on
the
expect.
hammock
together
and
you
can
tell
me
the
three
most
fun
things
you
did
at
school
today.
I
can’t
wait
to
hear!”
-‐
If
your
child
is
looking
worried,
say
“I
see
that
you
have
some
worries
and
butterflies
inside.
And
I
know
you
can
be
brave!”
Parents
can
say
the
same
thing
over
and
over,
in
a
At
Drop-‐off:
soothing
tone.
Soon
the
child
may
begin
mimicking
the
-‐
This
is
the
time
to
maintain
a
stance
of
warm
confidence.
message
to
themselves.
-‐
Arrive
early
if
your
child
likes
a
bit
more
quiet
and
calm
to
-‐
Give
your
child
an
item
of
yours
to
hold
on
to
for
the
day
get
settled.
until
pickup,
or
buy
something
special
that
is
the
same,
such
as
matching
bracelets.
-‐
Spend
a
bit
of
time
talking
about
something
fun
or
interesting
you
both
see
in
the
classroom.
Authors:
Stephenie
Gold,
Director,
LEAP
Clinic
(www.leapclinic.ca);
Dr.
Lynn
Miller,
Ph.D.,
R.Psych;
Katia
Jitlina,
M.Sc.
2
of
3
www
-‐
Talk
about
how
you
can’t
wait
until
after
school
to
see
encouragements,
instead
convey
your
belief
in
them
the
craft
project
for
the
day,
or
learn
about
what
story
the
through
your
patient
body
language
and
steady
tone.
teacher
will
read
or
what
game
the
kids
play
at
recess.
-‐
It
can
be
particularly
exasperating
when
your
distressed
-‐
Make
sure
you
are
transitioning
or
‘handing
over’
your
child
resists
your
attempts
to
soothe
or
calm
down,
so
child
to
another
caring
adult
in
the
classroom
that
he
or
stay
tuned
into
your
own
emotions
and
behaviour
she
feels
comfortable
and
can
attend
to,
such
as
the
when
you
feel
your
temperature
start
to
rise.
Your
child
teacher.
will
be
very
sensitive
to
your
non-‐verbal
cues
and
have
a
heightened
focus
on
your
tone
and
body
language.
Try
to
-‐
Once
your
child
is
attending
to
the
other
adult,
give
a
maintain
a
stance
of
calm
confidence.
hug
or
kiss
and
say
goodbye
with
a
warm
confident
smile.
And
leave.
Resist
lingering
too
long
around
the
doorway
-‐
It
may
sometimes
be
less
emotionally
charged
if
or
sneaking
back
and
seeing
how
things
are
going.
another
trusted
adult
drops
off
the
child,
such
as
a
-‐
Finally
and
most
importantly,
have
confidence
in
your
grandparent,
older
sibling,
or
another
caregiver.
Consider
child’s
teacher
to
handle
your
child’s
feelings
and
take
going
with
a
school
buddy
or
a
neighbourhood
friend.
care
of
your
child.
And
importantly,
believe
in
your
child’s
-‐
Some
children
may
not
exhibit
separation
anxiety
for
ability
to
cope.
a
few
weeks
into
school,
once
the
novelty
has
worn
off
and
it
really
sinks
in
that
this
is
not
temporary.
Or
a
child’s
anxiety
may
reappear
after
long
holidays
or
after
an
Other
things
to
keep
in
mind:
illness.
Better
to
expect
it
will
happen
rather
than
repeatedly
get
surprised.
-‐
At
any
stage
in
this
process,
your
child
may
cry,
cling,
freeze,
or
become
excessively
controlling
or
aggressive.
-‐
Some
children
will
be
upset
and
have
a
meltdown
at
Your
child’s
frustrating
or
difficult
behaviours
are
coming
pickup
when
they
see
you,
or
when
you
get
home.
This
from
deep
instincts
to
elicit
a
response
from
caretakers
to
is
likely
because
your
child
is
reminded
of
the
separation
take
action
and
remove
the
‘threat’
(=
being
left
at
school).
and
may
feel
safe
enough
to
let
out
his
or
her
anxiety
and
The
child
just
wants
to
feel
better
again.
Your
child
is
not
frustration
at
you.
Or
your
child
is
really
tired
and
has
had
acting
this
way
to
upset
or
manipulate
you.
a
long
day
at
school.
Your
child’s
brain
is
developing
and
learning
so
much
now,
and
there
are
many
new
things
to
-‐
Children
this
age
often
don’t
know
how
to
calm
figure
out.
But
with
lots
of
love
and
confidence
in
your
themselves
down
in
the
moment,
and
are
dependent
on
child’s
abilities,
you’ll
both
get
through
this
milestone!
adults
to
help
them
feel
more
safe
and
secure.
They
may
have
no
idea
what
is
really
making
them
anxious,
so
asking
‘why”
is
not
going
to
be
very
productive.
-‐
Saying
“Calm
down!”
“Don’t
be
afraid!”
“You’ll
be
fine!”
are
not
very
effective
and
may
make
the
child
more
distressed.
Instead,
using
a
calm,
soothing
tone,
say
“I
see
that
you
are
having
a
hard
time.
We’ll
work
through
this
together”
“Let’s
see
what
is
in
your
new
classroom.”
“Your
teacher
is
over
there
and
looks
so
happy
to
see
all
the
children!”
“Let’s
see
if
we
can
find
your
courage.”
are
examples
of
simple
sentences
to
state
over
and
over.
If
your
child
is
irritated
by
hearing
these
types
of
verbal
Authors:
Stephenie
Gold,
Director,
LEAP
Clinic
(www.leapclinic.ca);
Dr.
Lynn
Miller,
Ph.D.,
R.Psych;
Katia
Jitlina,
M.Sc.
3
of
3
Kindergarten Orientation
So What is an Occupational Therapist?
Occupational Therapists (OTs) believe that occupations (activities) describe who you
are and how you feel about yourself. If you are unable to do the things you want, or
what you need to do in order to enjoy your life, your general well-being may be
affected. OTs work with people of all ages and in many different environments –
including schools!
OTs consider a child’s occupations to be learning, playing and being social.
Sometimes a child’s school success can be impacted by physical, developmental,
and/or sensory challenges. When a child is not reaching their full potential because
of concerns with gross motor, fine motor, sensory processing or self-regulation skills,
an OT will join the multi-disciplinary team to problem solve and program plan for that
Package Includes: child. We work one-on-one with children who are experiencing challenges and also
in the classrooms to support teachers in implementing strategies to help all students.
Occupational 1
Therapy Info
Summer Activity 2
Suggestions
Fine Motor 2
Scissor 2
Gross Motor 3
Visual 3
When would my child need OT Services?
Work Sheets 4 OT services may be helpful for children who experience 4 or more of the following concerns:
Says “I can’t” or “I won’t” to Breaks pencils frequently or Unable to settle down,
age appropriate self-care or writes with heavy pressure sleep difficulties
play activities
Does not enjoy jumping, Difficulty focusing attention
Low muscle tone; seems swinging, or having feet off or over-focused and unable
weak or floppy; tends to the ground to shift to the next task
lean on arms or slump at
desk Dislikes printing/ Over-reacts to touch, taste,
handwriting, tires quickly sounds, or odors
Clumsy, falls frequently during written class work
Finds it difficult to make
Needs more practice than Difficulty paying attention or friends with children of the
other children to learn new following instructions same age, prefers to play
skills with adults or younger
Delayed language children rather than peers
Reverses letters such as B development
and D; can’t space letters Difficulty with age-
on the lines Overly active, unable to appropriate skills such as
slow down putting on shoes, using
Bumps into furniture or zippers…
people, has trouble judging Dislikes bathing, cuddling,
body in relation to space or hair cuts Chews on non-food items
around him/her Difficulty getting dressed
Kindergarten Orientation Page 2
Developmental Activities for Kids over the Summer
To help best prepare your child for learning activities and skill development
experiences that they will be exposed to Kindergarten, you may find it useful
to try some of the following suggestions over the summer.
Fine Motor Activities
The following activities involve Pick up objects using large Draw pictures using stencils.
the use of manipulatives which tweezers or tongs.
Press cookie cutters into
will support your child’s fine
Shake dice by cupping the dough or putty.
motor development, and will
hands together.
help to build pinch strength, grip Fold paper (i.e., origami,
strength, finger dexterity and Screw and unscrew small airplanes etc.).
bilateral coordination necessary lids, screws, nuts or bolts.
Hold a handful of marbles,
to be successful in Lacing and sewing activities transferring one at a time into
Kindergarten. such as stringing beads, a container (or other small
Mold and roll play dough into Cheerios, macaroni, etc. objects).
balls - using the palms of the Use eye droppers to "pick Draw shapes and write words
hands. up" colored water for color in a variety of mediums
Roll play dough into tiny balls mixing. (shaving cream, sand, finger
Play based
(peas) using only the finger paint, hair gel, etc.).
Roll small balls out of tissue
learning activities
tips. paper, then gluing the balls Place coins into a bank or
are the best way to
Use pegs or toothpicks to onto construction paper to small slit in a lid.
prepare your child make designs in play dough. form pictures or designs.
Use small rubber stamps to
for Kindergarten! Turn over cards, coins, create a picture.
Cut play dough with a plastic
knife or with a pizza wheel. checkers, or buttons, without
Pinch clothespins (laundry,
bringing them to the edge of
Tear newspaper into strips games etc.).
Use some of these the table.
and then crumple them into Staple papers together with a
suggestions... Make pictures using stickers.
balls. small stapler.
Scrunch up 1 sheet of Play games with the "puppet
Use a hole punch to make
newspaper in one hand. This fingers" -the thumb, index,
dots or creative shapes.
is a super strength builder. and middle fingers.
Picking out small objects like
Use a plant sprayer to spray Build with building blocks.
pegs, beads, coins etc., from
plants. Trace patterns on paper. a tray of salt, sand, rice, or
putty.
Scissor Activities
Cutting activities will exercise Cutting junk mail, particularly Cutting straws or shredded
the muscles of the hand, and the kind of paper used in paper.
help to build strength. The magazine subscription cards.
Cutting shapes out of foam.
correct scissor position is with
Making fringe on the edge of
the thumb and middle finger in Cutting pictures from
a piece of construction paper.
the handles of the scissors, with magazines or cereal boxes.
the thumb always up. Try the Cutting play dough with
following activities. scissors.
Occupational Therapy Package Page 3
Gross Motor & Coordination Activities
The following activities will help Hand clapping games. Encourage your child to
to increase your child’s postural identify body parts by
Use both arms to twirl
muscle strength and endurance, naming, touching and
streamers or scarves.
as well as improve your child’s moving.
awareness of their bodies and Playing catch.
Play games like twister;
hands. Start making your child hokey pokey; and head,
Wheelbarrow walking, crab aware of the left and right shoulders, knees & toes.
walking and bear walking. sides of their body through
Make obstacle courses for
spontaneous comments like,
Push ups, wall push ups, and your child, encouraging them
“kick the ball with your right
sit ups. to go over, through or under
leg.”
objects.
Jump Rope.
Play imitation posture games
Move around with objects
Riding a bike. like “Simon Says.”
balanced on different parts of
Jumping on a Trampoline. Complete yoga poses with the body, e.g., crawl/walk/run
your child. with beanbag balanced on
Roll dough with a rolling pin.
head, hand or arm.
Visual & Coordination Activities
On the following
To help improve your child’s Mazes. Play throw and catch with a pages you will find
visual abilities, and their eye- ball. Start with a large ball
Hidden picture searches. some worksheets
hand coordination, you may try and work toward a smaller
some of these activities: Put together puzzles. ball. that you may
Copy patterns/pictures using Throw bean bags into a hula Specify a certain body part complete with your
shapes, pegs etc. hoop placed flat on the floor and use it to bat a balloon child over the
or use bean bag toss game. back and forth.
Put together models. summer...
Practice hitting bowling pins
Dot-to-dots.
with a ball.
If you have any questions regarding these suggestions or would like
more information please contact your school’s Occupational Therapist.
Jasmin Richter BKin, SIPT, MOT
Occupational Therapist
Phone: 1-306-360-7379
jasmin.richter@horizonsd.ca
Visit us online at horizonsd.ca
Kindergarten Orientation Page 4
Occupational Therapy Package Page 5
Kindergarten Orientation Page 6
Occupational Therapy Package Page 7
Kindergarten Orientation Page 8
Occupational Therapy Package Page 9
Kindergarten Orientation Page 10
Occupational Therapy Package Page 11
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