Certified Occupational Therapist Assistant (SPED)

Reports To: Certified Occupational Therapist

Position Purpose The job of Certified Occupational Therapist Assistant (COTA) was established for the purposes of providing educationally related occupational therapy services to students suffering from a variety of cognitive, emotional, and/or physical illnesses or disabilities according to the students Individualized Education Plan and under the direction of the Occupational Therapist.

Qualifications

• Associates Degree in Occupational Therapy Assistant (minimum) from a school accredited by the American Occupational Therapy Association.
• Must have or be eligible for current Occupational Therapy Assistant license from the Kansas State Board of Healing Arts.
• School-based Occupational Therapy Assistance experience helpful but not necessary.

Physical/Emotional Requirements The incumbent may be required to use the below requirements during any part of the working day.

• While performing the duties of this job, the employee is regularly required to climb or balance, stoop, kneel, crouch, or crawl and talk or hear.
• The employee frequently is required to stand, walk, sit, and reach with hands and arms.
• The employee is occasionally required to use hands to finger, handle, or feel objects, tools, or controls.
• The employee must occasionally lift and/or move up to 100 pounds.
• Specific vision abilities required by this job include close vision, distance vision, and depth perception.

Performance Responsibilities

• Adapts school and classroom environment, tools, and materials under the supervision of the Occupational Therapist for the purpose of improving student functioning and facilitating student access to curricular and instructional activities.
• Assists Occupational Therapist with assessing students fine motor and development skills (e.g., oral motor, sensory integration, motor planning, developmental function, activities of daily living, fine motor function, postural tone, etc.) for the purpose of determining their deficits and developing recommendations.
• Attends meetings and workshops (e.g., IEPs, training, team meetings, conferences, meetings with outside agencies, etc.) for the purpose of conveying and/or receiving information, including best practices for school OT delivery.
• Consults with occupational therapists, physical therapists, speech therapists, teachers, educational assistants, families, etc. for the purpose of providing requested information, reviewing/revising students occupational therapy goals/objectives, developing plans for services, and/or making recommendations to implement goals.
• Implements therapeutic activities and instructs students, teachers, parents, and other involved persons (e.g., positioning, adjusting special equipment, etc.) for the purpose of providing appropriate care to students and/or supporting the students IEP plan for use in the classroom.
• Maintains files and/or records in cooperation with the Occupational Therapist (e.g., progress reports, activity logs, etc.) for the purpose of documenting activities and/or ensuring an up-to-date trail for compliance with various state, federal, and administrative regulations.
• Maintains treatment equipment and supplies in clean and proper working condition for the purpose of implementing motor therapy goals.
• Prepares written materials (e.g., activity logs, progress notes, reports, memos, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information.
• Presents information (e.g., student performance, date, clinical feedback, etc.) for the purpose of communicating information, gaining feedback, and ensuring adherence to established internal controls.
• Provides direct occupational therapy services to students according to IEP goals for the purpose of ensuring compliance with established practices and procedures.
• Provides training, consultation, and instruction to teachers on the use of adaptive devices and equipment for the purpose of ensuring such devices are used safely and optimal benefits are achieved.
• Researches resources and methods (e.g., intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining the appropriate approach for addressing students functional goals.
• Transports a variety of items (e.g., puzzles, games, assistive devices, assessment tools, etc.) for the purpose of ensuring the availability of materials required for therapy sessions.
• Troubleshoots problems with assistive devices (e.g., computer technology, etc.) for the purpose of ensuring that equipment is in proper working order and/or providing alternative strategies.
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
• Must complete all Special Education paperwork including IEPs and Medicaid billing.

Terms of Employment

• 9 months salary and work year to be determined by the Board of Education.

Evaluation Performance of this position will be evaluated in accordance with provisions of the board policy on evaluation of Support Service Personnel.

Significant Associations The performance responsibilities are not limited to those outlined in this description and may include any other responsibilities as assigned by the administrator/supervisor.