Is OT Educationally Necessary? A Practical Framework for School-Based Evaluation and Need Determination

Speaker:

• Shira James, MS, OTR/L

Learner Outcomes:

1. Describe the school-based OT evaluation process from referral through discharge, including the legal requirements under IDEA and the role of pre-referral MTSS supports in determining when a formal OT evaluation is warranted.
2. Apply a structured, educationally grounded framework to student scenarios to determine whether OTservices meet the standard of educational necessity, using functional observation data and collaborative IEP team input.
3. Distinguish between standardized assessment scores and functional performance data in communicating OT evaluation findings to school teams and families in language that is meaningful, legally defensible, and educationally relevant.

Abstract:

School-based occupational therapists are often asked to answer one of the most consequential questions in special education: Is OT educationally necessary for this student? However, few practitioners receive systematic training in how to answer that question with confidence, legal grounding, and clinical integrity. Without a clear framework, practitioners may over-identify students for services, over-rely on standardized test scores as the primary basis for decisions, or struggle to communicate findings in language that resonates with IEP teams and families.

This workshop directly addresses that gap. Grounded in the Individuals with Disabilities Education Act and the AOTA Occupational Therapy Practice Framework (4th ed.), participants will be guided through the full school-based evaluation cycle — from pre-referral MTSS participation through functional assessment, need determination, and discharge planning. Real student scenarios are used throughout to support active application of key concepts.

Interactive components include a structured case analysis activity, facilitated discussion of common evaluation dilemmas, and a framework participants can apply immediately in practice. Attendees will leave with a legally sound, evidence-informed approach to school-based OT evaluation that is practical from day one.

 

 

Biography of speaker(s):

Shira James, MS, OTR/L, is an occupational therapist and educator with over 20 years of experience in Arizona schools. As a former special education teacher, she brings a unique perspective on educational systems and school-based occupational therapy. Shira works full-time as a school-based OT, is the Owner and Director of Building Bridges Educational Services, and serves as Director of Unity Salsa, a 501(c)(3) nonprofit that inspires hope and happiness through music and dance.

 

References to Support Evidence-Based Practice:

1. American Occupational Therapy Association. (2020). Occupational therapy in school settings. American Journal of Occupational Therapy, 74(Suppl. 3). https://doi.org/10.5014/ajot.2020.74S304
2. American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Suppl. 2). https://doi.org/10.5014/ajot.2020.74S2001
3. Arner, L., Barreca, J., Cosbey, J., Hari Prasad, A., Schlessman, A., & Stephenson, P. (2022). Joint statement on interprofessional collaborative goals in school-based practice. American Occupational Therapy Association; American Physical Therapy Association; American Speech-Language-Hearing Association.
4. Arizona Department of Education. (2018). OT/PT technical assistance support (TAS) document. Arizona Department of Education Special Education Division.
5. Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press.
6. Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq. (2004).