OTA/PTA’s supporting therapy in schools
Niagara Children’s Centre has always been committed to finding innovative ways to support children in their development while also addressing the growing demand for services. This year, we piloted an initiative that brings Occupational Therapist Assistants and Physiotherapist Assistants (OTA/PTAs) into schools to provide earlier intervention and universal support, helping to reduce waitlists and enhance service delivery.
Through this model, OTA/PTAs collaborate with therapists and educators to introduce strategies that benefit all students in the classroom. Time is spent observing classroom environments, providing recommendations, and supporting teachers with modifications that do not require individual assessments. This includes setting up visual schedules, designing cozy corners, and implementing participation strategies such as timers and flexible seating arrangements. Educators can request consultations on topics like self-regulation, fine motor skills, gross motor development, and executive functioning. By working directly with teachers and students, OTA/PTAs help build capacity in the classroom, ensuring that more children receive the support they need before challenges escalate to the point of requiring one-on-one therapy.
The response from local school boards has been overwhelmingly positive. Niagara Catholic District School Board has embraced a full rollout of the tiered model, while the District School Board of Niagara recently added five new schools to the program. The French Catholic board has also introduced the model and has been a strong supporter of the initiative. These partnerships are key to expanding our reach and ensuring more children benefit from targeted strategies within their learning environments.
The impact has already been significant. A young student struggling with fine motor and printing skills initially resisted support but, with strategies tailored to their interests, saw remarkable improvement. Not only did the quality of their work improve, but their confidence soared, and the strategies were adopted by other students in the class. Another OTA/PTA worked closely with a teacher to develop a classroom-wide approach to different functional grasps, reinforcing that there is more than one way to hold a writing tool effectively. This shift in thinking has encouraged educators to embrace alternative methods that meet the needs of all learners.
Beyond the classroom, OTA/PTAs have played a crucial role in supporting children with extensive needs who are reintegrating into school environments. Their involvement has helped improve attendance, adapt activities, and provide the necessary support to promote full participation in learning. By offering intervention both at home and in school, we are setting children up for success in every aspect of their daily lives.
The pilot program was made possible by a generous donation from Barbara Cornelius, an educator for 35 years who witnessed the need first-hand and continues to recommend families she encounters to our services.