Margaret’s Corner

Margaret Curley answers your questions. Fill out the form to ask a question below:

Whether you are providing therapy in-person or virtually, working with a school district that is dealing with significant compliance issues is a challenge, and especially in unprecedented times such as these, districts are just trying to do their best to navigate through uncharted waters. Try your best to avoid judgment (“How can so many IEPs be past due?”) and instead, step into whatever role is most needed. Remember that school districts are required to continue the provision of services as outlined in each student’s IEP, even if that IEP has expired. So, it’s possible that at some point, you will be asked to plan and deliver therapy based upon some expired IEPs…don’t panic! The priority is to get services to children who have been found eligible, and then IEP meetings can be held in order to return to a state of compliance.  Feel free to come up with positive solutions and suggestions!  Remember, we are all in this together and the highest priority is to ensure that our children are able to continue to reach their full potential!

Definitely take responsibility to seek out not only applicable state and district regulations and guidelines, but also make sure that you are aware of all of the details related to site processes such as; Who schedules the IEP meetings? Does the district require team meetings to discuss areas to be tested before requesting parental consent? It is not our role as teletherapists or remote educators to impose our expectations or past experiences on a district where we are doing our work; but instead, we are a guest in each new district we serve and therefore need to learn from our colleagues and contribute to the greater good of this working best for everyone!

Regarding oral peripheral examinations, I have relied on previously reported information. Depending on the age of the student, there should be a case history. If there is nothing noted or you want to do a more in depth examination, I would ask an adult for assistance. I would also ask them to model the movement face to face (tongue clicking like a horse; licking upper/lower lips; tongue in cheek like there is food stuck). It would be helpful for the adult to take a pic/video (with their phone) of the movement & have it texted/emailed to you.

Ask your school district what kind of remote learning they want/expect/will be using

  •   worksheets only
  •   website with online exercises
  •   live platforms for teaching

Here is a screenshot of my favorite educational websites (some have a nominal fee attached. many have free trials. I pay for ABCya right now, but I cancel once I get bored then try a new one)

Loom is a platform that allows you to make quick videos using a lightning-fast video recorder capable of capturing your screen, webcam, and microphone. In the webinar, I record myself playing a game then I would provide a link to the game so the student can try it for themselves.

You must register for YouTube live. It can be used 24 hrs after registration. You would then inform the parents & students that you will be teaching live at a specific day/time. It might be helpful to give them a subject & topic (e.g., 3/19@9am Math:multiplication facts) Have your workbook page XX open or a paper & pencil to follow along.

Great question! If the parent has signed the consent for teletherapy & the student was able to login independently to the session, I would provide the service as scheduled. The goal is to abide by the IEP mandate. That, of course, assumes the child is legally allowed to be home alone (see state child protection law. NY rule is 12 years of age & older).

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