We are open to in-person visits but have updated our policy due to COVID. Click here to learn more.
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We are open to in-person visits but have updated our policy due to COVID. Click here to learn more.
Specialized OT and SLP Services for Students of All Ages
Fine Motor Screenings for a Classroom
Occupational therapist/s observe each student’s posture, and visual-motor control during a classroom activity where the students rotate through a small group/writing station, and another fine motor station, such as cutting or drawing. Each classroom teacher is provided with recommendations for improving posture/positioning, and motor development (when applicable) to a student. Written activity recommendations will also be provided for students/parents if desired.
We consider the physical, sensory, cognitive, and mental health needs of all students while applying our expertise to increase participation and independence in school routines.
By acknowledging that language is the foundation for learning in all academic subjects, we help students meet communication and social goals for greater success in the educational environment.
Our specialists support schools, community and home – any location required to support the children.
We provide effective OT and SLP teletherapy services, utilizing established systems and approaches for our customized eHome Therapy using HIPAA compliant technology.
Once we receive details about your request, we will collect all relevant information to provide to you.
We’ll provide fees for request, the tentative timeline, our W-9, and proof of insurance
District sends us a contract. We review and sign the contract.
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We hold the belief that hope begins with feeling understood.
That belief fuels a family-centered therapy process that identifies the specific needs of each child, and tailors a therapy plan that celebrates that child’s successes and acts as a
catalyst for his/her growth.
Understanding an individual’s specific abilities allows us to maximize his/her potential, rather than manage limitations.
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