School Programs


Programs Offered for Clinton Township Middle School - PreK
  • PSD Full Day/Half Day (ABA-based program)
  • Integrated Preschool 
  • Pull-out Replacement Resource for ELA and Math in limited circumstances
  • Supplemental Reading during extensions block 
  • Inclusion: In Class support provides a general education and special education in the classroom. 
  • Enrichment: School Wide 

OCCUPATIONAL / PHYSICAL THERAPY IN THE SCHOOL SYSTEM

An occupational and physical therapist is a trained health care professional that uses purposeful, goal directed activities and task analysis to enable students with a disability to benefit from their individualized education programs (IEPs). Federal law mandates that occupational therapy (OT) and physical therapy (PT) in the school system be educationally relevant. In the school setting, occupational and physical therapy is a “related service” to special education under Part B of the Individuals with Disabilities Improvement Act (IDEIA). This means that services must enhance or support educational goals as stated in the student’s IEP.


Occupational Therapists in the school setting look at certain skills, which may interfere with a student’s educational performance:

  • Neuromuscular - range of motion, strength, postural control, shoulder stability
  • Sensory Processing - vestibular (movement), tactile (touch), proprioception (joint sense), ocular motor skills (eye muscle movements)
  • Motor Behavior - motor planning (ability to plan and perform movements) and bilateral coordination skills (using two hands together)
  • Fine-motor development
  • Handwriting
  • Visual motor (non-motor) and perceptual motor (motor) skills
  • Self-help skills
  • Pre-vocational skills


Physical Therapists in the school setting look at certain skills which may interfere with a student’s educational performance:

  • Neuromuscular - range of motions, strength, postural control, shoulder stability, joint ligamentous stability
  • Sensory Processing - vestibular (movement), tactile (touch), proprioception (joint sense), visual-ocular reflex, muscle-force generation
  • Motor behavior - motor planning (ability to plan and perform movements) and bilateral coordination skills (using two hands and feet together)
  • Gross-motor development
  • Developmental transitions and negotiate school environment
  • Adaptive equipment needs (wheelchair, orthotics, helmets, etc.)


The above areas can be addressed through a variety of intervention strategies, which may include direct therapy with the student, consultation with the teacher, modification of the environment, provision of adaptive equipment, and staff training.

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