Therapy Schedules have allowed the therapists to be in the class together for larger segments of time in order to provide the student and staff with support, utilizing an Integrated Therapy Approach. In Integrated Therapy, a student’s related service needs are planned, provided, and assessed ecologically, in natural settings, and across disciplines. Skills are identified and addressed in the functions of the student’s daily routine. The Integrated Therapy occurs in various locations based on the relevant or natural setting for the skill to occur. If there is a need for a service to be provided in isolation because of distraction issues, or privacy, that can easily be provided.  

The IEP is collaboratively written and priority skills are identified for student participation, functional independence, and overall benefit from the educational program. With Integrated Therapy, the IEP is a process allowing for goals and objectives to be written jointly and monitored across all settings. The IEP team works collaboratively to develop the IEP. Teachers, therapists, and paraeducators all work in various combinations to provide support in Integrated Therapy. Roles are expanded to incorporate co-teaching and a variety of collaborative styles.  

The teacher, therapist, and paraeducator work and learn together, and share their knowledge and expertise. They work together to serve the student in a “whole” fashion focusing in on parts as they relate specifically to the student’s total educational program.  The teacher and paraeducator gain an understanding of therapy techniques and strategies to follow through the entire school day. The therapist gains understanding of the inter-relatedness of the needed supports or skills with the complete scope and sequence of the educational curriculum.  

References: Hazelgrove, (2008).  What is Integrated Therapy?  William & Mary School of Education.

Ten Really Good Reasons Why Therapies Should be Integrated

R. A. McWlliam, Stacy Scott (2003).  National Individualizing Preschool Inclusion Project

1. So that students learn the skills they need in the places they will use them.
2. So that students have increased practice opportunities.
3. So that the children’s social relationships are fostered.
4. So that a student does not miss out on any classroom activities.
5. So that teachers can see what therapists do to help students and expand their skills.
6. So that therapists can see whether or not the strategies they develop are feasible.
7. So that teachers and therapists focus on skills that will be immediately useful for a student.
8. So that therapists can work with teachers to address problems as they arise.
9. So that assessment can be done across a variety of routines.
10. Because it’s the right thing to do!