To provide direct therapy to students with disabilities.

To consult with teachers and other school staff on how to adapt the learning environment for students with disabilities.

To conduct evaluations to determine if a student is eligible for occupational therapy services.

All of the above.

Fine motor skills.

Gross motor skills.

Sensory processing.

Academic skills.

To determine if a student is eligible for occupational therapy services.

To identify the student's strengths and weaknesses in performing everyday tasks.

To develop a treatment plan for the student.

All of the above.

Exercises to improve fine motor skills.

Activities to promote sensory processing.

Adaptive equipment to help students with disabilities participate in everyday activities.

All of the above.

By providing teachers with strategies for adapting the learning environment.

By co-teaching lessons with teachers.

By providing professional development opportunities for teachers.

All of the above.

To provide information about their child's strengths and weaknesses.

To participate in their child's therapy sessions.

To help their child carry over their therapy skills to home and community settings.

All of the above.

Large caseloads.

Limited time to provide services.

Lack of resources.

All of the above.

Improved academic performance.

Increased participation in extracurricular activities.

Enhanced social skills.

All of the above.

A federal law that ensures that all children with disabilities have access to a free and appropriate public education.

A law that provides funding for special education services.

A law that sets standards for the education of children with disabilities.

All of the above.

To evaluate the student's occupational therapy needs.

To develop the student's occupational therapy goals and objectives.

To provide services to the student as specified in the IEP.

All of the above.

Confidentiality.

Informed consent.

Dual relationships.

All of the above.

Using evidence-based practices.

Collaborating with other professionals.

Providing family-centered care.

All of the above.

The use of technology.

The focus on social-emotional learning.

The use of mindfulness-based interventions.

All of the above.

Increased demand for services.

Changes in funding.

The need for more research.

All of the above.

Educating school staff about the role of occupational therapy.

Participating in IEP meetings.

Collaborating with other professionals.

All of the above.