Occupational Therapist School Setting in Talent, OR

Job Description

Job Description

Step into a dynamic role providing vital occupational therapy services in a supportive school environment. This onsite contract opportunity is custom-tailored for an Occupational Therapist eager to make a meaningful impact with students and educational staff. You will be welcomed into a collaborative atmosphere where your expertise will help students reach their fullest potential academically and personally.

Key Qualifications:

• Current licensure as an Occupational Therapist
• Prior experience working in school-based settings is required
• Strong understanding of IEP processes and educational documentation
• Ability to design and implement individualized therapy plans
• Effective communication skills with students, staff, and families
• Comfortable supporting a diverse caseload of students

Role Responsibilities:

• Conduct thorough assessments to determine students’ needs
• Develop and execute individualized therapy sessions within school settings
• Collaborate with special education teams to integrate therapy goals into the classroom
• Document student progress and participate in meetings to update goals and services
• Utilize a variety of techniques to support students in achieving educational milestones
• Serve as a resource for staff and families on best occupational therapy practices

This contract position offers consistent hours—35 per week—ensuring a predictable and manageable workload as you enrich the educational experience for your students. You’ll have the chance to create positive change in a lively school culture, collaborate with dedicated professionals, and strengthen your professional skills.

If you are passionate about delivering high-quality occupational therapy services and thrive in a school-based setting, this is your opportunity to make a significant difference. Apply today to embark on a fulfilling contract assignment where your skills are valued and your commitment to student success is appreciated.

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