Jan 13, 2024

Occupational/Physical Therapist

  • TrulyHired
  • Stafford, VA 22554, USA
Full-time School Support

Job Description

Job Title: Occupational Therapist/Physical Therapist

Location: Student Services

Pay Grade: Salary Grade U230

Work Calendar: 10 Month Licensed

FLSA Status: Exempt


Under the supervision of the Assistant Director of Student Services, the Occupational Therapist and Physical Therapist functions as a member of an interdisciplinary team whose purpose is to assist in the provision of an appropriate educational program for students with disabilities.

Occupational Therapists facilitate acquisition, remediation, and compensation for deficits in foundation motor skills necessary for classroom performance. Particular areas of emphasis include fine motor skills, sensory/perceptual motor skills, and self-care skills. The Occupational Therapist (OT) is also responsible for the screening, assessment, planning, goal development, and appropriate intervention services.

Physical Therapists facilitate remediation and compensation for deficits in foundation skills necessary for classroom performance. Particular areas of emphasis include gross motor skills, functional mobility and gait, musculoskeletal alignment, strength, endurance, and positioning. The Physical Therapist (PT) is responsible for the screening, assessment, planning, goal development, and appropriate intervention services.


Assist in identifying students needing evaluation and/or services
  • Performs formal observation and/or procedures which provide information as to the strengths and weaknesses of the students and determines educational implications of evaluation findings.
  • Presents written/oral report to school special education committees and when appropriate to parents.
  • Screens and evaluates students on referral of the schools' screening committees to determine if therapy is indicated in the educational setting.
  • Works cooperatively with school staff, parents and personnel in community services:
    • to determine IEP objectives, frequency and scheduling of intervention,
    • to implement objectives using appropriate techniques,
    • to evaluate progress regularly and comment on the IEP,
    • to redesign program as student progresses or regresses,
    • to determine the appropriate time to discontinue services,
    • to determine appropriate placement for students with disabilities.
  • Suggests modifications to the physical environment of the educational setting when appropriate and suggests modifications or makes adaptations to the equipment in the educational setting as well as makes appropriate recommendations for purchase of equipment based on student and classroom needs.
Provides effective consultation to parent and administration regarding the child's program as appropriate
  • Maintains documentation of physical changes in students receiving services as well as keeping all written records by following guidelines for appropriate paperwork.
  • Provides effective consultation to teachers:
    • to provide information concerning the students' special needs and the intervention plan,
    • to program for generalization of newly learned skills into the classroom,
    • to allow the shaping away of services as the teacher becomes more proficient in meeting the students' needs in the classroom.
    • to other related service personnel to allow for a coordinated multidisciplinary approach.
  • Provides effective consultation to administrators:
    • to make aware of treatment plan and update progress,
    • if necessary, to secure teacher cooperation in meeting students' objectives and goals through appropriate administrative channels,
    • to help determine which students should be referred for special education services,
    • to advise concerning appropriate strategies for students not found eligible for special education services,
    • to collaborate with administrators when special problems arise.
  • Requisitions supplies and equipment through appropriate channels.
  • Maintains an effective system of monitoring student progress and to inform appropriate persons of such progress.
Participates in program development for students with physical disabilities in the system.
  • Assists in program planning when students receiving therapy move from one school or program to another.
  • Listens to new ideas, viewpoints and procedures and can accept and adjust to change.
Support and demonstrate core values of Stafford Schools
  • Engage in ongoing professional development relevant to position.
  • Respond to written and oral requests for information promptly and thoroughly.
  • Maintain a clean, neat appearance, appropriate to position.
  • Maintain a record of appropriate attendance and punctuality.
  • Serve as a role model for students, colleagues, and the general public.
  • Work in close harmony with colleagues, supervisors, and co-workers.
  • Comply with all District and School policies and regulations, including but not limited to guidelines for confidentiality.
  • Perform other related duties as required/assigned.

Physical Therapist:
  • Hold a bachelor's degree or a master's degree in Physical Therapy from an accredited college or university.
  • Experience in pediatrics preferred (especially in school setting).
  • Must possess licensure to practice physical therapy in the Commonwealth of Virginia.
  • Must possess a valid Virginia driver's license.
Occupational Therapist:
  • Hold a bachelor's degree in Occupational Therapy from an accredited college or university.
  • Must possess a valid licensure to meet state requirements as set forth by the Virginia Board of Medicine.
  • Annual registration with the American Occupational Therapy Association is recommended.
  • Must possess a valid Virginia driver's license.
  • Knowledge
    • Medical, surgical, and/or pediatric information and indications for occupational therapy services.
    • Neurophysiology relating to neuro-developmental and sensorimotor dysfunction
  • Skills
    • Use of tests and measurements for assessing physical function
  • Abilities
    • Implement programs to facilitate fine motor, self-help and for restoration of physical function or sensory/perceptual skills in the school environment.
    • Work cooperatively in a team environment to meet goals
    • Organize and perform work independently
    • Meet deadlines for all work even when working on multiple projects
    • Show sustained effort and enthusiasm in quality and quantity of work
  • Work environment is primarily inside, with moderate noise, temperatures that are controlled, and no exposure to chemicals or other negative air quality elements.
  • The work is moderate work, requiring exertion of up to 50 pounds of force to move or lift objects.
  • The following physical and mental abilities are representative of those expected to complete the essential functions of the job: standing for prolonged periods; sitting for prolonged periods; operating motor vehicles or heavy equipment; moving the hands, wrists, or fingers repetitively; moving with force on the back or lower body repetitively; feeling, grasping, or holding objections by hand; identifying colors visually; identifying objects in low light or distant conditions; communicating via spoken language; communicating via written language; perceiving sounds; making decisions using logic and rational thinking.
To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations shall be made, as required by law, to enable individuals with disabilities to perform the primary job functions herein described.

Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description.

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