Occupational Therapist
SASED, Lisle, IL, United States
Title
Occupational Therapist
Reports To
OT and PT Coordinator
Job Goal
Provide quality occupational therapy services, including assessment, intervention, program planning and implementation, discharge planning, and communication. Service provision includes both direct and consultative approaches.
Salary
$63,000.00 (Additional $1,000.00 for each additional year of experience up to 8 years; $700.00 for each additional year of experience beyond 8 years)
Qualifications
Equivalent to a degree in occupational therapy and a valid NBCOT certification with an Illinois State Occupational Therapy license
Strong management, written, and interpersonal communication skills
Ability to work independently and seek appropriate resources and support
Knowledge and understanding of the Occupational Therapy Practice Framework
Commitment to the AOTA Code of Ethics (2020) and Standards of Practice (2015)
Knowledge of basic theory‑based treatments and modalities appropriate in the educational setting, including current evidence‑based research
Understanding of the special education process and the role of the occupational therapist in providing a continuum of services
Duties and Responsibilities
Note: This job description does not restrict management’s right to assign or reassign duties at any time.
Determine the need for assessment and provide the educational team with strategies and recommendations to support a student prior to special education referral
Identify and utilize appropriate tools and methods for assessment/evaluation
Collaborate/consult with the educational team to determine student need areas/priorities and goals/outcomes for IEPs
Develop intervention plans, including present level of performance, measurable goals, appropriate therapeutic priorities, and methods to achieve stated goals
Implement the intervention plan directly or in collaboration with other team members
Adapt environment, tools, materials, and activities according to the student’s needs, providing clear directions to the team
Embed appropriate interventions and strategies into naturally occurring routines and activities of the student’s school day, ensuring carryover into the day and safe physical management
Reassess the effectiveness of interventions and modify plans as needed
Use progress reports and/or data collection methods and annual review documents to communicate student progress, therapeutic methods, and effectiveness
Write reports effectively, communicating critical information succinctly and thoroughly
Use appropriate data collection instruments and methods to accurately gather information needed to determine student progress and response to interventions
Terminate services as appropriate, using exit guidelines in collaboration with the educational team
Follow policies and procedures required in the setting
Manage resources (time, space, equipment) to meet student and team needs
Demonstrate timely and consistent follow-through with paperwork, referrals, reports, logs, and other team requests
eeds
Organize and manage schedule to meet student and building/program team needs; be on time for workday and meetings
Establish and maintain effective interpersonal relationships with professionals and paraprofessionals, demonstrating professional behavior at all times
Establish a climate enabling students to work efficiently
Demonstrate leadership qualities (mentoring, in‑service training, serving on committees, participating in professional organizations, supervision of assistants and students)
Provide modeling and training to teams as appropriate
Achieve and maintain high standards of professional competence; identify and pursue own professional growth and development; keep abreast of current evidence‑based practice as it relates to occupational therapy
Examine ethical dilemmas and use ethical reasoning to guide decisions and actions, reflecting on the results
Working Conditions
Maintain emotional control under stress. Regular districtwide travel to multiple work locations as assigned. Physical demands include frequent standing, stooping, bending, kneeling, pushing, pulling, lifting, and transferring students to and from wheelchairs, and assisting with positioning students with physical disabilities. Exposure to biological hazards.
#J-18808-Ljbffr
Occupational Therapist
Reports To
OT and PT Coordinator
Job Goal
Provide quality occupational therapy services, including assessment, intervention, program planning and implementation, discharge planning, and communication. Service provision includes both direct and consultative approaches.
Salary
$63,000.00 (Additional $1,000.00 for each additional year of experience up to 8 years; $700.00 for each additional year of experience beyond 8 years)
Qualifications
Equivalent to a degree in occupational therapy and a valid NBCOT certification with an Illinois State Occupational Therapy license
Strong management, written, and interpersonal communication skills
Ability to work independently and seek appropriate resources and support
Knowledge and understanding of the Occupational Therapy Practice Framework
Commitment to the AOTA Code of Ethics (2020) and Standards of Practice (2015)
Knowledge of basic theory‑based treatments and modalities appropriate in the educational setting, including current evidence‑based research
Understanding of the special education process and the role of the occupational therapist in providing a continuum of services
Duties and Responsibilities
Note: This job description does not restrict management’s right to assign or reassign duties at any time.
Determine the need for assessment and provide the educational team with strategies and recommendations to support a student prior to special education referral
Identify and utilize appropriate tools and methods for assessment/evaluation
Collaborate/consult with the educational team to determine student need areas/priorities and goals/outcomes for IEPs
Develop intervention plans, including present level of performance, measurable goals, appropriate therapeutic priorities, and methods to achieve stated goals
Implement the intervention plan directly or in collaboration with other team members
Adapt environment, tools, materials, and activities according to the student’s needs, providing clear directions to the team
Embed appropriate interventions and strategies into naturally occurring routines and activities of the student’s school day, ensuring carryover into the day and safe physical management
Reassess the effectiveness of interventions and modify plans as needed
Use progress reports and/or data collection methods and annual review documents to communicate student progress, therapeutic methods, and effectiveness
Write reports effectively, communicating critical information succinctly and thoroughly
Use appropriate data collection instruments and methods to accurately gather information needed to determine student progress and response to interventions
Terminate services as appropriate, using exit guidelines in collaboration with the educational team
Follow policies and procedures required in the setting
Manage resources (time, space, equipment) to meet student and team needs
Demonstrate timely and consistent follow-through with paperwork, referrals, reports, logs, and other team requests
eeds
Organize and manage schedule to meet student and building/program team needs; be on time for workday and meetings
Establish and maintain effective interpersonal relationships with professionals and paraprofessionals, demonstrating professional behavior at all times
Establish a climate enabling students to work efficiently
Demonstrate leadership qualities (mentoring, in‑service training, serving on committees, participating in professional organizations, supervision of assistants and students)
Provide modeling and training to teams as appropriate
Achieve and maintain high standards of professional competence; identify and pursue own professional growth and development; keep abreast of current evidence‑based practice as it relates to occupational therapy
Examine ethical dilemmas and use ethical reasoning to guide decisions and actions, reflecting on the results
Working Conditions
Maintain emotional control under stress. Regular districtwide travel to multiple work locations as assigned. Physical demands include frequent standing, stooping, bending, kneeling, pushing, pulling, lifting, and transferring students to and from wheelchairs, and assisting with positioning students with physical disabilities. Exposure to biological hazards.
#J-18808-Ljbffr