Being a child or a young person isn't always easy. They are constantly having to learn new skills such as looking after themselves independently, learning new subjects in school, and navigating the world of social interaction; all of which can bring their own challenges.
We hope you will find something to help you and your pupil on their journey to adulthood within these pages.
Occupational Therapy Programmes for SchoolsThis section includes topics such as holding a pencil, drawing, handwriting, posture and positioning to enhance handwriting, strategies to support those who are left hand dominant and alternative tools that can be used.
Pencil grip is only one part of handwriting. In nursery and school a variety of ways of pencil holds will be seen. Most children develop a pencil hold that is comfortable for them. The type of pencil grip your child uses is only a problem if it is making writing difficult to read, is not at a reasonable speed or makes their hand sore or tired.
Developing scissor skills is an important milestone in a child’s life. By learning to use scissors they practice using a tripod grasp (using thumb, index and middle finger together) which then develops into the ideal grasp for writing. It is important that the child uses the appropriate scissors for their dominant hand (left or right handed scissors).
The Theraputty Programme is an occupational therapy intervention for children who have difficulties with fine motor skills or limited hand strength. The following are some examples of important functional tasks that the children may have difficulties with:
Theraputty is a strong, non-toxic, latex free putty-like material that leaves no residue and won’t fragment, separate stain or stick to skin. There are a range of strengths which come in different colours, each having a different degree of resistance when handled. The putty can be stretched, pinched, kneaded, squeezed and separated.Please note that you need to use the theraputty on a clean smooth surface, preferably a table. When the theraputty is excessively stretched it can break down into fine strands, therefore care should be taken with these as they ‘stick’ to carpets and clothing.
In-hand manipulation is the term used to describe the ability to move a small object around within a single hand. It is an essential component of the development of fine motor control. Good fine motor control enables you to carry out such tasks as holding pencils, fastening small buttons, using cutlery and being able to tie your shoelaces.
The In-Hand Manipulation Programme is a good way of helping in-hand manipulation to develop. The programme contains exercises which should be carried out by both hands in turn, but always start with the dominant or preferred (writing) hand. These skills develop in a particular order and the exercises suggested are listed in sequence.
It is recommended that this programme be carried out a minimum of 3 times a week in 10 minute slots for a 3 week period.
The following activities have been recommended as they allow individuals to practice the essential fine motor skills required to carry out day-to-day functional tasks, both at home and in school.
The FIZZY and Clever Hands programme has been developed by therapists in Kent Community NHS Trust.
The FIZZY and Clever Hands Programmes are recommended by occupational therapy as programmes for schools to use to assist in the development of motor skills for those children who find this challenging. 
FIZZY works on three specific areas;
Clever Hands works on developing fine motor skills required for participation in every day school activities.
Many young children speak dysfluently at times, especially when they are under some pressure to speak. There is no exact point at which normal dysfluency becomes stammering though there are features which enable us to decide between normal non-fluency and stammering.
Normal non-fluencies are usually relaxed repetitions, often of whole words either at the beginning of a phrase or when a child is thinking of how to finish a sentence.
There is a greater risk of stammering developing when the child often gets stuck on words, prolonging or repeating part of the words or putting excess effort into finishing them. It is also a concern when the child seems aware of and upset by their dysfluencies. However, one of the things that make it so difficult to say with certainty whether or not a child stutters is that there can be so much variation from day to day and in differing situations.
By now the child who stammers may have been stammering for some time. Some children may stammer with obvious physical tension and some may have mild, infrequent non-fluencies such as repetitions and sound prolongations.
A particular concern for teachers is the child’s reactions to his stammering and the reactions of others in the classroom. How should the child be expected to participate in class? The answer to this question depends on the individual child. At one end of the scale is the child who may be quite unconcerned and happy to participate like any other child; at the other end there is the child who will avoid speaking at all costs. Most are somewhere in between. If the child is attending Speech & Language Therapy then the therapist will let you know about particular strategies. It is important for the parents and teachers involved to have a discussion with the child to find ways to encourage them to participate without putting too much pressure on them. Sometimes participation requirements become part of the child’s IEP/ASP.
Young people with speech, language and communication needs, often struggle with learning and retaining new vocabulary in secondary schools. They need regular revision and repetition of new concepts.
Most classroom teaching at secondary school level, is delivered orally. Teachers talk through new material, give verbal instructions, students ask questions out loud to clarify points or find new information. In addition feedback or revision of previous learning is most often given verbally. If a young person has compromised speech, language or communication they may struggle to understand and learn appropriately within a predominantly oral learning environment.
The good news is that simple adaptations to the curriculum, learning environment and the language used by teachers in the classroom can make a big difference.
Six approaches have been shown to work effectively in reducing the impact of speech, language and communication needs (SLCN). Many of these will be familiar to you however the best results will be achieved if all are used consistently across curricular areas.
www.ambitiousaboutautism.org.uk
www.nhs.uk/apps-library/baby-buddy/
www.thecommunicationtrust.org.uk
www.parentclub.scot/articles/play-talk-read
www.literacytrust.org.uk/talk_to_your_baby
Getting It Right For Every Child (GIRFEC) is the national approach in Scotland to improving outcomes and supporting the wellbeing of our children and young people by offering the right help at the right time from the right people. It supports them and their parent(s) to work in partnership with the services that can help them.
The Scottish Government states that the key elements of the GIRFEC approach are:
The Children and Young People's Commissioner is a person. Their job is to help you understand your rights and to make sure those rights are respected. Their goal is for children and young people in Scotland to be as safe and happy as possible.
