An “Old O.T.’s” Advice for other “School O.T.s”

Forward from Miss Jaime, O.T.:  When I first graduated from OT school, I got a job working as a contract therapist in a public school.  I had no supervisor, no mentor, and no one to ask questions.

Thank goodness, I ended up placed in a school with such a large caseload that there was also another (more experienced) OT.   She took me under her wing and offered me informal mentorship and much invaluable advice as a colleague and friend.

I left that agency very soon to get a district job, but I am forever grateful to my first mentor, Diane Fine, Occupational Therapy Extraordinaire.  Twenty years later, Diane still works for that agency in that building and has generously offered to share her experiences and advice to new school OTs in the field.

I am an old OT.  I don’t know when that happened.  I mean, I don’t feel like an old OT and I don’t look the way I think old OTs are supposed to look.  Certainly not like the old OT that was supervisor on my first clinical affiliation. Now that was an old OT (although she was most likely younger than I am today).  She was cranky and mean and told me I would never contribute much to our profession. She knew “my kind,” she said.

Young, pretty, newly married to a doctor. “You won’t work much,” she said.

 Well, here I am today. No longer young and pretty and certainly no longer married to that doctor.

But I have been a working O.T. for 39 years and counting.

So being an “old OT”, I have the ability to reflect on my past experiences as well as my present practice with a certain degree of wisdom that can only come from years and years of work in this field.  

For the past 22 years, I have been a contracting occupational therapist in a public school district on Long Island.  I came to this purely by accident. I had been working in adult rehab in an outpatient clinic. The hours were long and the vacations few.  I had three children. My youngest was three. I wanted the opportunity to choose my days and hours and have off when my kids’ schools were closed.  So I answered an ad in the newspaper (see how old I am? No internet search) and thus began my life as a contract therapist.

I came from a medical model.  As far as I was concerned, I was bringing this frame of reference into the schools.  I had no idea how my “treatments” were going to enhance the student’s academic success. Over the years, with the help of some wonderful teachers I’ve had the pleasure of working with, I began to learn how to combine my knowledge of neurodevelopment with the goals of the education model.   Classroom teachers and I would talk briefly between sessions or in the hallways. They would tell me about their student’s difficulties, such as their behaviors in class. I would share with them possible explanations and solutions. This became a collaborative effort that benefitted the classroom teachers and more importantly, their students.  

Being a contractor for over two decades was not my initial intention. The years sort of snuck up on me.  I enjoyed the independence. I determined my treatment plans and techniques. No one was looking over my shoulder in that area.  I’ve had the pleasure of working with some very talented OTs and PTs over the years. I like to think they were able to learn from my expertise as I know I have from theirs.  Many times there was just me. No department, no union, no peers. I have spent 22 years in one district – mostly in one school. Now that I am nearing retirement, I have no pension.  I am still getting almost the exact same fee for service I got in 1997. I knew about this all along and still decided to stay, but I would not advise this as a model to follow. I often tell my younger peers not to stay with the agency for too long.  “Get out while you can”, I half joke.

So what happens as a result?  A lot of unpaid time I spend tending to these student’s needs. I’m in a difficult position. I want to collaborate with the teachers and ultimately help these kids learn. But my time as an experienced professional is worth something.  

 As an aside, this year the principal decided to place every teacher and teacher assistant’s photo outside their classroom.  The other OT, PT and I were never photographed.

The theme book for the school year is “The Dot”. A lovely story about the creativity in all of us and how we can make a mark on this world.  A colored dot was hung up with the names of every student, teacher, aide, and custodian. In short, every human being in the building – except the OTs and PT. When I questioned this, the response was “Oh, you’re not on the list.”  

Exactly! We are not on “the list”, or the email chain or in the secret santa group or the super bowl pool. Even though I have been at that school longer than almost every other staff member.

Now if I can be this detached after 22 years in one school,  imagine how a contracting therapist traveling to multiple schools in multiple districts feels.  

(“Actually, I’m not even in the staff photo” reports Diane Fine, Long Island contract therapist in the same building for 22 years)

More important than feelings, however, is the difficulty this poses for those therapists that need to collaborate with the educational team. 

Public schools today are filled with students who have varying degrees of learning and physical disabilities. OTs are the unique professionals who have the educational background to help teachers understand and approach these challenges in a way that can help kids do their job – get educated.  It has taken me over 20 years of sharing my knowledge and clinical expertise with the educators in my school. I know I am respected and trusted by the teachers I work with.

However, I know that as a contractor who is not employed by the district, I am considered an outsider in many ways.  I have to ask to be invited to team meetings concerning student’s IEPs.  I’m expected to put forth work without being compensated  – It’s part of the territory when navigating this position.  

I’m not ready to quit yet. This old OT may have a few more years in her. But it’s up to you younger therapists to continue to educate the educators and administrators so that they understand the vital role we play in the successes of our students.

Miss Jaime, O.T.:  I am so honored that Diane, my first mentor, shared her wisdom and experience with my readers.  I have been advocating for equal rights for Occupational Therapists within New York state.  Because what’s been going on for so long JUST ISN’T right.  If you’d like to learn more about advocating for OTs, click here! 


About the Author:

Diane Fine is an occupational therapist with 38 years experience as a clinician.  She is a graduate of New York University.  Diane began her professional career in inpatient adult rehabilitation with rotations on stroke, spinal cord, and cardiac units.  She then worked in a private physiatrist practice specializing in hand injuries.  Following this, Mrs. Fine worked in an outpatient adult rehabilitation center where she was the student clinical coordinator.  For the past two decades, she has been working in the public school setting as a contracting therapist in Long Island, NY.

Related Posts: 

Occupational Therapy, OT resources, School OT Occupational Therapy, AOTA, MissJaimeOT
occupational therapy activities, visual perception, OT activities therapy, Occupational Therapy, pediatrics, EZPZ, picky eating, OT, speech therapy, toddler, baby, parenting


Please like & share:

How to Determine the Frequency and Duration of School-based Occupational Therapy Services

Get your School-based Therapy Bundle Today!

“I just don’t know what to do!”

The Occupational Therapist was upset and frustrated.  Her desk was covered in papers, folders, and notebooks.   She ran her fingers through her unkempt hair and sighed.  I understood. I’d been there, too.

“This child’s scores OT scores are really low, but the teacher doesn’t see any functional difficulties in the classroom.  I can’t recommend OT if there’s nothing functional to work on!”

Occupational Therapists and Committees on Special Education (CSEs) are often in a dilemma when it comes to determining the amount of services to recommend for a child.

Continue reading

Please like & share:

Understanding Your Child’s Annual Review Test Scores

Learn more about Sensory Processing in this FREE webinar!

Annual review time can be stressful for parents and teachers.

Unfortunately, sometimes the child simply doesn’t qualify for what a parent is asking for.  It’s very important to understand your child’s test scores and to know the special education process.

Understanding Your Child’s Standardized Test Scores

The district will only provide special education services to a child who is significantly behind his peers. A child who is “Below Average” is NOT significantly delayed.

Parents are often unhappy with “Below Average” or “Low Average”, but those terms are still within the Average range.

First, a child meets eligibility criteria to be classified as a child who needs specialized instruction in order to access their curriculum. Then, the Committee on Special Education or the Committee on Preschool Special Education will classify that child into one of 13 different categories.  They will develop an IEP  (Individualized Education Program).

The classification DOES NOT determine the level of services a child will receive. For example, a classification of Autism does not automatically mean the child will receive more services.

Continue reading

Please like & share:
OT resources, Online OT resources

The Biggest Challenges in finding OT resources

OT resources, online OT resources

Biggest Challenges in Finding Online OT Resources

As therapists, there is a common thread of struggling with time and energy when it comes to finding online Occupational Therapy resources. Many therapists struggle with fitting in professional advancement between work schedules and home life. Take into consideration all that needs to be done for a therapist to maintain licensure requirements, learn on the job, and other efforts for advancing clinical expertise. To take additional time out of family life or “off time” to seek out evidence-backed answers to clinical questions can be a real challenge!

Below you’ll find common themes related to challenges Occupational Therapists experience as they locate and search for online OT resources.

Advancing in a professional manner through independent learning as an occupational therapist “should be” easy given that therapists of this technological age have the world at their fingertips given an online search. Finding resources online “should be” an effortless and obvious means for continuing education in an individual manner. But there can be challenges to finding online resources.

Many therapists come across common challenges as they look for the resources online…resulting in frustration and unanswered questions.

Do any of these common these challenges sound familiar?

Continue reading

Please like & share:

Is your child’s learning disability actually a vision issue?

 An undiagnosed vision issue could easily be mistaken for a learning disability. Does your child have an undiagnosed vision problem?

I’m thrilled to have pediatric OT and vision rehab specialist  Robert Constantine guest post for me today.  Did you know that school vision screenings only detect 20-30% of vision problems?

Is it an undiagnosed Vision issue?

Vision is our furthest reaching sense. It tells us 75% of what we know about the world around us.

It affects movement, balance, and reading and writing ability.

But vision is a frequently overlooked contributor to academic problems. Undiagnosed eye movement problems can mimic conditions like ADHD and dyslexia and are not identified on school screenings, making a complete vision exam a must for every child.

Continue reading

Please like & share:
unique teacher gift ideas

Teacher gifts that won’t break the bank


The holidays are here! The holidays are here!  Think of all the parties, the presents, the …stress!

Teachers are going nuts trying to get report cards done and review for tests in the middle of half days, plays, and holiday concerts.  Parents are going crazy arranging childcare for the week off, planning holiday dinners, decorating the house, and finding the perfect gift for their family members.

Who has time to think of a teacher gift?

First, it is absolutely not necessary to give a gift to any teacher or professional that works with your child. They are simply doing their job and they get paid to do so. However, when your child has a special connection with a staff member, or you know that someone has gone out of their way to help your child, some parents like to give a little something to say thank you.

Continue reading

Please like & share: