Occupational Therapist

Job Title Occupational Therapist Job Description General Definition of Work Under general or occasional supervision, leads the process in development, implementation and coordination of the occupational therapy program for assigned schools. Their work involves screening, evaluations, educational program and transition planning, therapeutic intervention, and exit planning for students identified with or suspected of having disabilities that interfere with their ability to perform daily life activities or participate in necessary or desired occupations. Professional judgment and clinical knowledge are used to develop individualized programming based on occupational performance deficits in the areas of personal care, student role, interaction skills, process skills, play, community integration/work, and graphic communication. Employee is also responsible for documenting treatment planning and treatment activities, preparing evaluation reports, documenting student progress, Medicaid/fee for service billing for all eligible students, consulting with parents, classroom teachers and agency representatives, and modifications of equipment and/or environment, including site‑based in‑service training as necessary. Qualification Requirements Hold a four‑year degree in occupational therapy from an accredited professional program recognized by NCBOT and have completed all fieldwork requirements. Two years of experience as an occupational therapist, preferably in a school system or pediatric practice setting or an equivalent combination of training and experience. Initial certification by the National Board for Certification of Occupational Therapy. Current license by the North Carolina Board of Occupational Therapy. Possession of a valid driver’s license issued by the state of North Carolina and a safe driving record. Maintain a consistent schedule and travel between locations where students require services. Master’s degree preferred. Knowledge, Skills and Abilities Knowledge of human development throughout the lifespan, integrated with a student’s unique developmental status. Thorough knowledge of occupational therapy theory, principles and methods. Knowledge of federal, state, local legislation, regulations, policies and procedures governing occupational therapy practice in schools. Considerable knowledge of appropriate evaluation tools. Effective oral and written communication skills. Ability to research and determine evidence‑based practice supporting therapy interventions. Ability to collaborate with school personnel, families and agencies to address student needs. Ability to interpret evaluation data and write comprehensive reports reflecting strengths and barriers to student participation and occupational performance. Ability to establish and maintain effective working relationships with students, parents, school staff and the general public. Essential Functions Collaborates with other disciplines to ensure team understanding of student occupational performance strengths and needs through evaluation, educational program planning and service delivery. Assesses student ability using appropriate evaluation tools including standardized tests, observations, functional and behavioral assessments, and review of medical and educational reports. Conducts interviews with parents and staff to determine the need for a therapy intervention plan. Synthesizes evaluation results into comprehensive written reports reflecting strengths and barriers to student participation in the educational environment related to the referral concern. Develops occupationally based intervention plans, participates in interdisciplinary meetings to review results, integrate findings with other disciplines, offer recommendations, and develop IEPs and intervention plans to achieve IEP goals. Consults with the school‑based team to achieve student outcomes. Assists with assessing assistive technology needs, acquiring needed equipment and software, and providing staff training/support for the use of assistive technology. Provides classroom programs, instruction in management techniques, adapted equipment, and environmental modifications including identification of architectural barriers. Educates students, educational personnel, and families to facilitate skills in areas of occupation as well as health maintenance and safety. Monitors and reassesses the effects of occupational therapy intervention and the need to continue, modify or discontinue the intervention. Documents occupational therapy services to ensure accountability of service provision and to meet reimbursement standards. Prioritizes and schedules work tasks independently. Manages inventory of therapeutic equipment and assessments checked out to the therapist and/or assigned school(s). Maintains clinical and administrative records in accordance with professional standards, state guidelines and school system policy. When assigned, provides legal and ethical supervision of occupational therapy assistants assuming responsibility for the students served by the assistant. Submits accurate and timely caseload information to the supervisor based on monthly, quarterly or semester reporting periods. Logs therapy services in an electronic data management system for each session provided. Teaches, monitors, and collaborates with educational personnel, community agencies, parents and students to increase understanding of the student’s occupational performance. Provides fieldwork education and supervision for occupational therapy interns. Participates in continuing education for professional development to ensure practice consistent with best practice and NC licensure requirements. Other related duties as assigned. Physical Requirements This work requires the occasional exertion of up to 40 pounds of force. Work regularly requires sitting, speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires standing, walking and reaching with hands and arms, and occasionally requires climbing or balancing, stooping, kneeling, crouching or crawling, pushing or pulling and lifting. Work has standard vision requirements. Vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly. Hearing is required to perceive information at normal spoken word levels. Work requires preparing and analyzing written or computer data, visual inspection involving small defects and/or small parts, using measuring devices, operating machines or motor vehicles and observing general surroundings and activities; may require working near moving mechanical parts, exposure to fumes or airborne particles, outdoor weather conditions, vibration, bloodborne pathogens and may require specialized personal protective equipment; work is generally in a moderately noisy location. Disclaimer The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees in this job. #J-18808-Ljbffr Cabarrus County School District