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Early Childhood

Voices from the Field: How Hearing Screenings Change Students' Lives

To celebrate the incredible work school health professionals do to support students’ hearing health, we invited you to share a time when a hearing screening made a meaningful difference in a student's academic journey — and how you helped get them the care they needed.

Click the tabs below to read some inspiring stories from school nurses, special education professionals, and early childhood staff!

  • "As a school nurse, hearing screenings are not just a task on my checklist - they are a doorway to learning. I once worked with a hearing and vision screener supporting a quiet little student who had been struggling academically and was often labeled as 'not paying attention.' During the hearing screening, I noticed inconsistent responses. After follow-up and referral, we discovered a hearing deficit that had gone unnoticed. With proper support and accommodations in place, that child's confidence blossomed. Participation improved. Grades improved. Smiles increased. That experience reminded me that hearing screenings change trajectories. They protect access to education, support early intervention, and give children the chance to fully engage in their world. Sometimes a simple screening makes the biggest difference. " - Maribelia

 

  • "I was doing hearing screenings on third grade students at the beginning of school in 2024 when a third grade girl failed her hearing screening. I repeated the hearing screening a couple weeks after the original screening to make sure she didn't have fluid on her ears affecting the screening results. This young student failed the repeat hearing screening. I called mother to let her know that her daughter failed her hearing screening at school and recommended she see her primary care doctor so that she can get a referral to an ENT. After an ENT consult it was determined she had hearing loss and needed to wear hearing aides daily. She finally got her hearing aides and was putting her shoes on for school one morning and said to her mom, 'Mom! I can hear myself putting on me shoes! I can hear my foot slide into my shoe.' Her mom was so surprised that her daughter had never heard those noises before and was so grateful that her daughter can now be successful in the classroom because her hearing loss was detected using a MAICO audiometer." - McKenzie

 

  • "We had a student who in the course of our regular 10th grade screenings, failed the hearing screening. At all frequencies tested in both ears she needed the volume raised quite a bit to hear the tone. When discussing the results with the student, she admitted that her friends often joked with her that she couldn't hear them. She hated going to the cafeteria for lunch because she couldn't hear individuals, only noise. Her grades were borderline failing. We reached out to the parents who took her in for testing. It turned out that she had a profound hearing impairment that had never been diagnosed. We helped the family get hearing aids for the student using funding from an annual grant we receive for helping students with unusual expenses. The student went on to graduate in 2024 and went to college. The results of her school hearing screening were truly life changing." - Florence

 

  • "We worked with a student who had a history of behavioral challenges. After conducting a hearing screening, we discovered that the student had significant hearing loss in one ear. We referred the student to a physician for further evaluation and maintained close communication with the family throughout the process. The student was subsequently fitted with hearing aids. Following this intervention, we observed a dramatic improvement in the student's behavior. The student appeared calmer, happier, and more engaged in classroom activities, with increased participation and overall success." - Katie

 

  • "When I first started as a school nurse at my elementary school, I had screened a student who failed his hearing exam two consecutive times. After the second screening, I sent a referral letter to mom and called her. This student had been struggling in the classroom and had been diagnosed with ADHD but medication wasn't helping. After mom brought him to be assessed, it was found that he was mostly deaf in both ears and was fitted for hearing aids. Once he received them and began to acclimate, his academics and behavior improved significantly. He wasn't misbehaving, he just couldn't hear what was going on around him, so he wasn't able to pay attention. I was so happy to be able to assist him in figuring out what truly was going on and help him to achieve success!" - Bethani
  • "We use the MAICO Ero•Scan frequently. It has been a game changer for our identification process. For one particular student, he was brought to Child Study for a Special Education referral due to concerns with behavior and lack of attention. An OAE was done with a 'refer' bilaterally. The student was since by an audiologist and identified with bilateral hearing loss. Adding accommodations for hearing, including strategic seating and amplification, changed the student's behavior and improved attention and language skills." - Kim

 

  • The MAICO audiometer I currently use to perform hearing screening is a working-still-dinosaur! I screen a special needs population which presents inherent challenges. These students are phenomenal human beings who more than deserve the attention and problem-solving the screener and equipment can provide." - Rita

 

  • "One of the most meaningful experiences I’ve had with a hearing screening involved a student in my special education Pre-K class who was struggling with participation and early literacy skills. He often seemed disengaged during whole-group instruction, had difficulty following multi-step directions, and rarely responded when his name was called. At first glance, it appeared to be an attention or behavior concern. During a routine hearing screening, he did not pass in one ear. That result immediately shifted our perspective. Instead of assuming noncompliance or lack of focus, we considered how limited access to sound might be affecting his ability to process language, develop phonological awareness, and engage socially. We notified the family right away and provided information about the screening results, along with a referral to his pediatrician and an audiologist for a comprehensive evaluation. The follow-up evaluation confirmed a mild conductive hearing loss due to persistent fluid in his ears. From there, several important steps were taken: the family worked with his doctor to address the medical concern; we added classroom accommodations while waiting for treatment, including preferential seating, reducing background noise, and ensuring we had his visual attention before giving directions; we incorporated more visual supports, gestures, and picture cues during instruction; and our speech-language pathologist adjusted sessions to emphasize clear articulation and auditory discrimination skills. The impact was noticeable within weeks. Once the medical issue was treated and classroom supports were in place, he became more responsive, began participating in group discussions, and showed growth in identifying letter sounds and following directions. His confidence improved, and so did his peer interactions. This experience reinforced how critical hearing screenings are—especially in early childhood settings." - Jessenia

 

  • "I am an SLP at a public charter school. I handle all the hearing screenings for our school. I had a kindergarten student who was demonstrating severe speech sound errors and was very difficult to understand. We discovered through a hearing screening and subsequent follow-up from an ENT that he had fluid in his inner ear that was about to rupture his eardrum. He had never complained of ear pain, but it was clear that this was not an isolated occurrence. He had tubes placed immediately and then began receiving speech therapy. After some time in therapy, he has eliminated multiple phonological processes and is thriving in school! He was recently in a play at school in which he recited his lines with clear articulation in the leading part." - Kristin

 

  • "In 2011, during a routine Child Find screening, my three-year-old son failed his hearing test. At first, I wasn't concerned. He was already on his second set of ear tubes due to chronic infections. But as I sat with him on my lap during the follow-up audiology appointment, the reality shifted. We learned he was completely deaf in his left ear. Because he was meeting his developmental milestones, we initially opted against hearing aids. That changed in kindergarten when he tried a Bone Anchored Hearing Aid (BAHA). He came home that day and told me, 'Mom, I can hear my friends.' We haven't looked back since. Now 17, my son serves as a mentor for younger students with hearing loss. His journey has profoundly shaped my 22-year career in special education. Whether as a teacher, a PST for eight years, or in my current role as a Special Education Director, my experience as a mother makes me a fiercer advocate. I strive to ensure our students have more than just access; I want them to have meaningful engagement with peers who share their lived experiences. I advocate for the 'small' things that matter, like understanding incidental sounds to ensure no student with hearing loss is ever lost in the crowd." - Jen
  • "I have a student here in preschool who had her first hearing screening at school with me during our yearly assessments. The student was tested twice and the sounds were loud enough that I could hear them during testing but the student still couldn't hear. A referral was sent home to her mom requesting she have the student seen but a doctor and she immediately made an appointment. Student was confirmed at two different appointments to have mild to moderate sensorineural hearing loss bilaterally. She was then fitted with hearing aides that she received last week and also put on an IEP for accommodations to make sure her needs were met. It wasn't even on parents radar since the student is 4 years old but now steps have been taken to ensure student is successful and thriving!" - Angela

 

  • "I had a 3rd grade student that transferred into our district. In her IEP meeting I noticed we didn't have any hearing information. The child was pretty far behind grade level in reading, writing, and math. I did a hearing screening as part of her IEP evaluation. She failed. I rescreened 2 weeks later and did an audiogram. She still failed miserably. I signed her up for our difficult to test hearing clinic hosted by our local university. It was noted that she was nearly deaf and required hearing aids. She was able to receive those and has since made such amazing progress and is now reading and writing at current grade level!" - Jenny

 

  • "I did a routine hearing test on a little girl who was in the first grade and was found to have no hearing on her left side. Her parents were notified and took her to her pediatrician. She was found to have no eardrum on the left side. She was sent to Boston Children's Hospital where her eardrum was rebuilt. The next hearing test that I did showed perfect hearing in both ears. She is now a thriving 5th grader with extremely thankful parents!" - Ruth

 

  • "I was screening a kindergartner one year and he could not hear the tones in the left ear but heard all the tones in the right ear. Rescreened at a later date and the student failed again.  Audiogram was done and the student was referred to an audiologist. The student was DX with sensorineural hearing loss in the left ear. The student now wears a hearing aid and is thriving in school. Catching the hearing loss when a child starts school is key. Having the mandatory screenings in place has helped many children in my district." - Jamie

 

  • "Hearing screening was completed on one of our 1st grade students. Because he comes from a Spanish speaking household, communication is often difficult. He failed initial screening and rescreen, then threshold. He was referred for ENT referral and audiologist. He was found to have a conductive hearing loss and the placement of tubes bilaterally and tonsillectomy and adenoidectomy were preformed. Student is now in 2nd grade and hearing much better. He is much more articulate with his communication, therefore making his needs known to his teacher, other support school staff, and myself (school nurse). We were unaware of his hearing deficit. This is the value in hearing and vision screenings in schools. Our student is thriving academically and understands verbal communication because he can hear better. His hearing deficit was unknown without the value of the hearing screenings." - Sue

 

  • "I had a bright student that I noticed who was talking loudly and wasn't responding to anyone calling his name. I spoke to his mother, which then stated they had noticed it and brough it up to the child's PCP.  Since this was his first year in pre-k, I take all my students to our school nurse to have a hearing test done on them. The test results confirmed that he had failed it. We called in a specialist to reevaluate the student with higher technology. That was confirmed again that the student had failed it. During this period, the child was having a hard time 'hearing' the correct way to make letter sounds. He was referred to Arkansas Children's Hospital for another evaluation. The mother made an appointment. It in fact showed that he had a loss of hearing and would need surgery. The student received his surgery and now can hear much better which in fact helps him excel in his academics." - Ashley

Your stories show the real difference early hearing detection makes — and we’re proud to support you every step of the way.

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Posted in School Health, Hearing Screening, Early Childhood and Special Education

For Many Children, School is the Primary Provider of Health Care Screenings

For Many Children, School is the Primary Provider of Healthcare Screenings

The pandemic not only hampered learning, but for many disadvantaged students, also limited essential health services.

Though this fall may provide something that feels similar to a typical back-to-school routine, for many, it’s about much more than sitting in a classroom or having lunch with friends. For some children in the United States, school is the only setting where they receive consistent access to health care services - especially for underprivileged and rural households. According to the School-Based Health Alliance, more than 70% of students ages 12 to 18 in schools with clinics receive age-appropriate screenings and care for important childhood issues. Because of this, whether or not they realize it, many school employees serve as frontline healthcare workers.

School nurses often perform screenings to detect key health issues that may prevent children from excelling in the classroom. These include hearing and vision problems, as well as chronic conditions like asthma, scoliosis, or diabetes, and sometimes even dental issues. All of these conditions can create pain or distraction for students who may already be struggling to learn. Teachers are also typically among the first to recognize these challenges in their classroom students - and detection is the first step to creating a better quality of life (and educational environment) for these young students.

Health Care Commonly Starts on Campus

When it comes to pediatric and adolescent health services, a reality check is in order. Many primary care providers, including pediatricians, only offer appointments during weekdays, which can be a challenge for working parents. Lack of transportation is also an issue for many U.S. families, and for those in rural areas, doctor’s appointments can require overnight stays and substantial time away from home and school. School-based health centers (SBHCs) are uniquely positioned to provide more comprehensive medical services to school-age youth.  This type of care delivery is on the rise, but still only present in about 2,300 US K-12 campuses, leaving critical care delivery and important screenings to be provided in designated classrooms or small on-campus nurse’s offices.

Below are a few interesting statistics around health care delivery in a school setting:

  • The Department of Health and Human Services estimates that 18 million children and adolescents have special health care needs or a chronic illness.
  • While only 16% of adolescents receive any sort of mental health services, a startling 70-80% of those services are delivered in a school setting.
  • Research has shown that 10% to 25% of childhood injuries (the leading cause of death and disability among children) occur while they are in school. And, acute episodes of chronic conditions such as asthma attacks, epileptic seizures, and cardiac problems can happen at any time, but are often managed by on-campus health professionals.

Protecting Respiratory Health is Key in Teturning to Indoor Instruction

Our education system often functions as both a healthcare and social service provider, and staff do their best to make sure no student is slipping through the cracks. The COVID-19 pandemic completely eliminated on-campus learning, and for a substantial period of time, created a barrier not just to education, but to the health and safety of many students. School districts and state programs did their best to get meals to students who needed them - but healthcare provision was essentially halted. Now that students are returning to the classroom for the upcoming school year, school systems must do everything in their power to resume health services that protect quality of life for students and allow for optimum education delivery.

For rural and underprivileged populations, respiratory problems go beyond COVID complications. Studies have shown that complicating factors like wildfire seasons (in rural areas) and air pollution (typically higher in lower-income neighborhoods) can dramatically reduce lung health and immune functions. These challenges existed pre-pandemic, but as we return to traditional in-person learning settings, educational settings and school-based healthcare delivery must both consider the ongoing need for safe indoor air quality. This is especially a concern for smaller spaces where airborne pathogen transmission can more easily occur between students, staff, or healthcare professionals.  

Between COVID, allergy/flu seasons, and ever-present airborne pollutants, providing students and staff with pure, clean air is an important step in delivering safe and effective care in the school.

Educators and their partners share a responsibility to do all we can to protect our students. As a nation, it’s our responsibility to recognize the invaluable role that our education system plays in keeping children safe. The ability to safely participate in an in-person learning environment is about far more than just academic success - for a large percentage of our country’s youth, it is quite literally the foundation for their health and well-being.

Posted in Early Childhood

Clarifying Color-Vision Deficiency Screening

by P. Kay Nottingham Chaplin, EdD


Good-Lite ColorCheck CompleteVision screeners frequently have questions regarding when to follow the recommended manufacturer instructions for color vision deficiency screening tools. This blog is designed to address that question, and also provides a solution for color vision deficiency screening in preschool- and school-aged children beginning at age 3 years.

Many state vision screening guidelines recommend that color vision deficiency screening follows manufacturer instructions when conducting the screening. Confusion may occur when the manufacturer instructions are written specifically for optometrists and ophthalmologists to use during eye examinations. Color vision deficiency testing in a doctor’s office differs from screening for color vision deficiencies in schools, Head Start programs, or similar settings.

Instructions for color vision deficiency testing may call for monocular testing - or testing one eye at a time with the other eye covered (occluded). When screening for color vision deficiencies in schools, Head Start, or similar programs, the screening should be conducted binocularly (both eyes open and uncovered).

This difference in monocular testing during an eye examination and binocular screening in school, Head Start, or similar settings is supported by James E. Bailey, OD, PhD, Distinguished Professor Emeritus, 2018, Southern California College of Optometry, Marshall B. Ketchum University, Fullerton, CA (personal communication, June 5, 2019).

If all vision screening for the child is successful except the color vision deficiency screening, the child should be referred to an eye doctor for an eye examination (Nottingham Chaplin, Baldonado, Cotter, Moore, & Bradford, 2018).

The eye care professional will confirm whether a color vision deficiency exists. If a child has a color vision deficiency, the eye care professional will also identify the type and severity (mild, moderate, or severe) … The eye care professional will also consult with the parents/caregivers regarding how the type and severity of the color vision deficit may affect the child’s learning, life, and career choices.

Ask the parents/caregivers to obtain a copy of the results from the eye care professional and to share those results with [school or Head Start staff, for example] because classroom and/or learning activities may require accommodations when color deficiencies are present.” (Nottingham Chaplin, et al., 2015, p. 211).

When state vision screening guidelines call for color vision deficiency screening for preschool- and/or school-aged screening, the Good-Lite ColorCheck Complete Vision Screener includes LEA SYMBOLS® for preschool-aged children and LEA NUMBERS® for school-aged children. The LEA SYMBOLS® section includes one demonstration plate and seven plates for red/green screening. The LEA NUMBERS® section includes one demonstration plate, 14 plates for red/green screening, and three plates for blue/yellow screening. Instructions are included in the Good-Lite ColorCheck Complete Vision Screener.

Screeners in a school, Head Start program, or similar setting using this book would conduct color vision deficiency screening binocularly (both eyes open and uncovered).

 

References:

Nottingham Chaplin, P. K., Baldonado, K., Cotter, S., Moore, B., & Bradford, G. E. (2018). An eye on vision: Five questions about vision screening and eye health-Part 2. NASN School Nurse, 33 (4), 210-213.

Posted in Early Childhood and Vision Screening

School Health Services Give Children a Bright Future

Shared with permission from the Healthy Schools Campaign.


Mary Ellen Barkman, the Medicaid Coordinator for Pinellas County Schools, the eighth largest school district in Florida, is passionate about their vision screening program. “We’re saving children’s lives,” she says.


Spot Vision ScreenerFor instance, last year, there was a new student in the district, a recent immigrant from Egypt who spoke only Arabic. Her teacher struggled to reach her and felt that beyond the language issue, the girl must have some cognitive problems. As part of her special education evaluation, she was tested with one of the district’s new Spot Vision Screeners. This quick screen showed that she had a serious muscle problem that caused triple vision. After she received the specialized prism glasses she needed and hearing aids for her hearing loss, she was at grade level within a year. “Without those screenings she may not have been able to reach her fullest potential,” Barkman says. “With help, children can have such a bright future.”


The district’s investment in spot screeners is the result of careful analysis of the district’s needs. Several years ago, school health services managers reported to Barkman that there was an issue with the district’s protocol for vision screenings. They were inefficient and time consuming, and they simply didn’t work for students who couldn’t talk or who had trouble sitting still or following instructions—often the very students who needed accurate screenings the most. The district researched many options and settled on Spot Vision Screeners, which work by taking a picture of the child’s eye and using it to screen for visual acuity, muscle imbalance and tumors. In fact, in the first year of using the screeners, the district identified a serious tumor in a student that had been missed by his primary care doctor. The machine creates a printout for parents that explains any follow-up services their child needs, and the district has formed partnerships with a vision van, local optometrists and the Lion’s Club to provide services for children who need follow-up services after screenings. And because the screeners are so easy to use, the district’s vision teams can make much more efficient use of their nurses to follow up with students who fail the screenings, rather than having to do the screenings themselves.


Barkman and the Pinellas County Schools team have woven together many different funding streams to build this unique program including Medicaid funding for the actual Spot Vision Screeners. Most of the funding comes from effective maximization of Medicaid billable services, such as Physical and Occupational Therapy, Speech Therapy, Nursing, Social Work, Psychology and Transportation and Administrative Claiming. Half of the reimbursement dollars are given to her program to spend on priorities they identify. The other half goes to operating to offset salary costs of billing providers. Because of this, Barkman works hard with her practitioners to make sure they are billing for all eligible services and maximizing Administrative Claiming reimbursement. They even developed their own electronic documentation system to make this easier. Over five years, the district has increased Medicaid revenue by $1.7 million to increase resources for students.


What’s next for Pinellas County? One priority is developing a micro-credentialing system for the one-on-one assistants who work with children with multiple challenges, to give them skills for physically transferring the children, feeding, seizure monitoring, CPR and social supports. Medicaid will support an increase in their salary after achieving the credential, which will allow them to be Medicaid-claimable health assistants. This invests Medicaid dollars directly into something that meets the needs of some of the district’s most vulnerable students.


“The key is out of the box thinking,” Barkman says, “and the box has gotten smaller.” She continues to look for ways to leverage whatever funding is available. “It’s such a blessing to be able to help a child reach their fullest potential. It’s important that people understand how important the Medicaid dollars are to that,” Barkman says.

Posted in School Health, Early Childhood, Vision Screening and Everyday Heroes

Happy 100th Birthday Occupational Therapy!

by Dr. Raymond Heipp


Any birthday is a cause for celebration. blog2_1But a 100thbirthday, that is a cause for ceremonial jubilee! I was honored to attend the 100th birthday celebration for occupational therapy at the American Occupational Therapy Association (AOTA) Conference this past weekend in Philadelphia. It was an amazing time that highlighted the role occupational therapy has played in our lives during the past millennium.


Occupational Therapy is often misunderstood by the public at large because it is lumped into categories which contain other types of therapy. By its very definition, occupational therapy is a therapy which “helps people across the lifespan participate in the things they want and need to do through the therapeutic use of everyday activities (occupations).” (AOTA Website)

It is a therapy that is good for everyone and can assist in daily life practices. As a former school administrator, I am a big proponent of OT/Sensory breaks in classrooms every day. It is amazing how a brief exercise can increase focus and attention for all of our students, let alone those with differing abilities.

I had the opportunity to speak at length to a highly-respected OT, Susan Wilkerson, or “Miss Sue” as her clients refer to her. We spoke about some of the changes that had occurred in OT over the years. These changes are partially due to a better understanding of the ways in which the human body processes sensory input, and partially due to a stronger level of respect being placed upon the field. OTs have a strong focus on making sure that individuals are able to handle the daily tasks which are encountered each day. During our discussion, I focused on the sensory side of things with her. This is an area which is often overlooked in our classrooms.

“Miss Sue” has recently developed a series of kits that really bring occupational therapy to a new level of engagement in the classroom. Although all of them are extremely well-designed and thought out for the classroom, I wanted to focus on three that made an impression on me. All three of these kits would be items I would encourage my teachers to use, no matter the grade level or the course.blog2_2

I was amazed at the School Health Bilateral Brain Breaks Kit. This kit includes items that one would normally see out on a playground. For example, the “Skip-a-Long” is a toy placed on the ankle that encourages jumping and coordination. I remember seeing similar items on playgrounds as far back as the 1960s. And, here they are again playing an important role in getting both sides of the brain to “talk” to each other. I watched in awe as a few of the younger OTs and a couple of children visiting the conference immediately began using it and had fun.

I did not try the Skip-a-Long for fear of a hospital visit, but I did try the “Bungee Jumper” from the same kit. It is basically a foam base and bungee version of a pogo stick. That concept, again, is something that has been around for a long time. Sue shared with me some of the research behind that particular item and one of the ways that this kit can be effective in the classroom. The research demonstrates that a student fighting with attention issues who uses the “Bungee Jumper” for five minutes will bring focus back to their minds for upwards of two hours! Those of us who have worked with students facing attention issues know that five minutes of focus is difficult, but two hours of focus is amazing!

 

blog2_3Another kit that fascinated me was the School Health Yucky Lunch Kit. The small plastic “Lunchbox” holds a piece of “Cheese” with “Mice” crawling through it, a “Banana” with “Banana slugs” in it, “Pasta,” and a few other “Creatures” that would make any adult cringe! But how it captures the attention of students! The activities include pushing the mice through the cheese and placing the slugs in various locations on the banana. While these activities may seem “gross,” they are actually “fine” when it comes to motor activities. (Okay, sorry to my OTs who got that lame joke!) Finger dexterity, motor planning, fine-motor skills, and varied sensory input are just some of the actions occurring while children play with this kit.

blog2_4

The last kit I want to speak of here is the School Health Sensi-Desert Kit. This kit was a hit with almost every OT who stopped by to visit Miss Sue. The specialized sand along with the lizards and snakes who “live” in the sand create a unique feel for those sticking their hands into it. The sand is not the kinetic sand or even real sand as some might expect. It is actually a specialized sand that feels more like soft earth or wet sand without as much coarseness. It was amazing to see so many of the therapists who did not want to stop playing in this sand as it gave positive sensory feedback. With all of these kits, School Health has included the EdTeam Action Guide™. This guide contains creative educational and therapy ideas in language, fine motor strength, coordination, gross motor movement, balance, early concepts, and more - all written by Miss Sue. The goal is to create an environment where anyone can use the kit to its greatest advantage with the students.

Raymond T. Heipp, Ph.D. is a 25+ year veteran of administrations and classrooms for students with differing abilities. He has designed many support programs for various schools and facilities. And, his expertise in assistive technology has enabled him to create updated approaches when working with students and educators. Dr. Heipp firmly believes that everyone, no matter what their ability, has a voice (or spirit) and deserves a chance to succeed. He suggests that we never doubt their abilities!

Posted in Early Childhood

Happy 100th Birthday Occupational Therapy!

by Dr. Raymond Heipp

Hero-AOTA2017Any birthday is a cause for celebration. But a 100th birthday, that is a cause for ceremonial jubilee! I was honored to attend the 100th birthday celebration for occupational therapy at the American Occupational Therapy Association (AOTA) Conference this past weekend in Philadelphia. It was an amazing time that highlighted the role occupational therapy has played in our lives during the past millennium.

Occupational Therapy is often misunderstood by the public at large because it is lumped into categories which contain other types of therapy. By its very definition, occupational therapy is a therapy which “helps people across the lifespan participate in the things they want and need to do through the therapeutic use of everyday activities (occupations).” (AOTA Website)

It is a therapy that is good for everyone and can assist in daily life practices. As a former school administrator, I am a big proponent of OT/Sensory breaks in classrooms every day. It is amazing how a brief exercise can increase focus and attention for all of our students, let alone those with differing abilities.

I had the opportunity to speak at length to a highly-respected OT, Susan Wilkerson, or “Miss Sue” as her clients refer to her. We spoke about some of the changes that had occurred in OT over the years. These changes are partially due to a better understanding of the ways in which the human body processes sensory input, and partially due to a stronger level of respect being placed upon the field. OTs have a strong focus on making sure that individuals are able to handle the daily tasks which are encountered each day. During our discussion, I focused on the sensory side of things with her. This is an area which is often overlooked in our classrooms.

“Miss Sue” has recently developed a series of kits that really bring occupational therapy to a new level of engagement in the classroom. Although all of them are extremely well-designed and thought out for the classroom, I wanted to focus on three that made an impression on me. All three of these kits would be items I would encourage my teachers to use, no matter the grade level or the course.

 

BBBreaksI was amazed at the School Health Bilateral Brain Breaks Kit. This kit includes items that one would normally see out on a playground. For example, the “Skip-a-Long” is a toy placed on the ankle that encourages jumping and coordination. I remember seeing similar items on playgrounds as far back as the 1960s. And, here they are again playing an important role in getting both sides of the brain to “talk” to each other. I watched in awe as a few of the younger OTs and a couple of children visiting the conference immediately began using it and had fun.

I did not try the Skip-a-Long for fear of a hospital visit, but I did try the “Bungee Jumper” from the same kit. It is basically a foam base and bungee version of a pogo stick. That concept, again, is something that has been around for a long time. Sue shared with me some of the research behind that particular item and one of the ways that this kit can be effective in the classroom. The research demonstrates that a student fighting with attention issues who uses the “Bungee Jumper” for five minutes will bring focus back to their minds for upwards of two hours! Those of us who have worked with students facing attention issues know that five minutes of focus is difficult, but two hours of focus is amazing!

 

Yucky LunchAnother kit that fascinated me was the School Health Yucky Lunch Kit. The small plastic “Lunchbox” holds a piece of “Cheese” with “Mice” crawling through it, a “Banana” with “Banana slugs” in it, “Pasta,” and a few other “Creatures” that would make any adult cringe! But how it captures the attention of students! The activities include pushing the mice through the cheese and placing the slugs in various locations on the banana. While these activities may seem “gross,” they are actually “fine” when it comes to motor activities. (Okay, sorry to my OTs who got that lame joke!) Finger dexterity, motor planning, fine-motor skills, and varied sensory input are just some of the actions occurring while children play with this kit.

 

 

Sensi-DesertThe last kit I want to speak of here is the School Health Sensi-Desert Kit. This kit was a hit with almost every OT who stopped by to visit Miss Sue. The specialized sand along with the lizards and snakes who “live” in the sand create a unique feel for those sticking their hands into it. The sand is not the kinetic sand or even real sand as some might expect. It is actually a specialized sand that feels more like soft earth or wet sand without as much coarseness. It was amazing to see so many of the therapists who did not want to stop playing in this sand as it gave positive sensory feedback. With all of these kits, School Health has included the EdTeam Action Guide™. This guide contains creative educational and therapy ideas in language, fine motor strength, coordination, gross motor movement, balance, early concepts, and more - all written by Miss Sue. The goal is to create an environment where anyone can use the kit to its greatest advantage with the students.

 

Snug VestsThere were many more amazing insights taken away from this conference. However, those are for another blog! I do have to say that the prototype version of the new Snug Vest and some of the other items coming down the road from them are very impressive. Those of you who have attended my seminars know how much I appreciate what Lisa Fraser has done in the creation of the Snug Vest and how it is used in a multitude of ways.

As I left the AOTA Conference and Philadelphia, I was definitely on sensory overload! It is good that so many of the tools there though allowed me to get my focus back quickly and drive safely. Happy Birthday, Occupational Therapy! May you continue to grow and expand your reach over the next 100 years!

And thank you too to all of you OTs out there! You make a significant difference in our world and your work is appreciated!

Raymond T. Heipp, Ph.D. is a 25+ year veteran of administrations and classrooms for students with differing abilities. He has designed many support programs for various schools and facilities. And, his expertise in assistive technology has enabled him to create updated approaches when working with students and educators. Dr. Heipp firmly believes that everyone, no matter what their ability, has a voice (or spirit) and deserves a chance to succeed. He suggests that we never doubt their abilities! 

Posted in Early Childhood and Special Education

EnableMart Product Review - TheraBand Hand Exerciser

Crush, Pinch, and Grip Your Way To Better Hand Health
by Gabriel Ryan

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TheraBand Hand Exercisers are small resistance balls that fit in the palm of your hand. These exercisers can be used to strengthen your grip, increase hand mobility, and improve dexterity. The Hand Exerciser comes in two different sizes standard and extra-large.

I use this type of resistance ball with my physical therapist, Laura, for the following exercises:

  • Reaching

  • Stretching my arms

  • To practice hand grip and release (by transferring the ball from one hand to the other)


"The hand exercisers are good for dexterity exercises and can be helpful to use when recovering from an injury or to build endurance.” Laura Perry, DPT

TheraBand Hand Exercisers are:

  • Made of non-latex polymer

  • Washable with soap and water

  • Useful for cold therapy – just refrigerate for 1.5 to 2 hours

  • Useful for hot therapy – just microwave 5 second increments

  • Helpful for toes and foot strengthening


Here is a quick reference chart that gives you some ideas of exercises you can do with the TheraBand balls.

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Which level of resistance is right for you? Check out the following chart:

















Color Red/Red XL Green/Green XL Blue/Blue XL Black/Black XL
Lbs. of Force at50% Compression 3 lbs. 5 lbs. 8 lbs. 17 lbs.

 

You can learn more about and purchase the TheraBand Hand Exercisers and other resistance exercise related products by visiting the EnableMart website.

Posted in Early Childhood

ATIA 2017 Recap: Accessibility and ATIA

by Dr. Raymond Heipp

The annual Assistive Technology Industry Association (ATIA) conference is an event that always reinvigorates my support for those with differing abilities. Each year I try to focus on areas in which I have the most questions. This year, my focus was accessibility. It was so wonderful to see old accessibility products that have been updated, and new products which cover areas that may not have been previously addressed. Although any blog post cannot do full justice to the impact of devices, let me do my best to give you a view of accessibility at ATIA this year!


Accessibility and Established Products
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This year, I found several products that had been updated to bring accessibility to even more people. The first of those items was the TAPit Interactive Platform. Already known for its ability to adjust and adapt, the manufacturers have taken it a step further. The device has always been able to differentiate between intended and that unintended touch.

Now, it is a native multi-touch device that can still have that differentiated ability in two ways:

  1. It relies on conductive properties of the hand or conductive material to interact. Hence, anyone who leans on the screen using sleeves or gloves is not going to affect the touch at all.

  2. The firmware allows the device to recognize that stationary conductive touch as unintended touch – in just one second. This eliminates some of the delays that might have been encountered with the older version of the TAPit.


In all, the changes to the TAPit permit much greater access for all studentsblog4_2 and adults!

I also spent time looking at access for those who need to use a switch, but may not have the capability to effectively use a standard type of switch. Those who know me know that I highly recommend proximity switches to create greater accessibility.

There are really only two proximity switches which I feel comfortable recommending to individuals and those were both present at the show. First, the Candy Corn offers accessibility by proximity with the added benefit of visual and auditory cuing when the switch is activated.
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The second switch is another great one and it is the Movement Sensor Switch. This switch has an amazing amount of flexibility and is able to activate upon detecting the slightest movement. I think that this device offers so much flexibility for personal accessibility!

Accessibility and Differentiated Approaches
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It was wonderful to meet and speak with the team from Enabling Devices. Seth, Vincent, and Bill have such a strong knowledge of devices and how to make them work for each individual. My favorite device of theirs is listed above and is the Movement Sensor Switch. My next favorite device from them is the Ultimate Switch. This device can be mounted anywhere and needs limited force to be activated. I could have played with it all day.

Ironically, as I was speaking with them, a woman stopped by to ask about it. She had one of the original versions of it, which was still working, and wanted to see some of the updates to it. In listening to her, she described how the ease of interaction created heightened levels of access for her child. A switch should create access, not additional problems to be overcome. The Ultimate Switch offers a universal approach to creating accessibility with any device.

Accessibility is Critical in 2017

You are going to see that I am on an accessibility bandwagon in 2017! I will be travelling the country looking for how we are creating accessible environments for everyone. If you have an accessible environment you want to highlight or have questions as to how to make your location accessible, please contact me at rheipp@schoolhealth.com so that we can schedule a visit. Let’s make 2017 the Year of Accessibility for All!

Posted in Early Childhood

Get a "GRIP" and Keep On Moving

blog5_1Have you ever been frustrated that items slip out of reach or move around when you need them to stay put? The easy-to-clean, light-weight and flexible GRIP Activity Pad may be the solution you need!


Having used many non-skid pads in the past, I decided to try out the 10” x 15” GRIP Activity Pad for 1 year to see how it would compare. I use a custom tray that connects to the armrests of my wheelchair for eating and participating in various activities regularly. For as long as I can remember, I have always carried a rectangle of non-skid material in my bag to place on my tray to keep items from sliding or rolling away.

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My Overall Conclusion: After using the GRIP Activity Pad for 1 year, the GRIP Activity Pad is an item I will continue to use. Here are some of my favorite features of this product:

  • Non-Slip Pad. The GRIP Activity Pad kept items in place on my tray whether the tray was flat or at a slight angle. I’ve had all types of dishes placed on the pad, as well as grocery items and electronic items. Things stayed where I needed them to on the pad. If your item isn’t too heavy, the pad offers a good grip. I enjoy going to the movies and this pad fit perfectly under the cardboard popcorn container and kept it from sliding away.



  • Easy-To-Clean Material. Using soap, water, and a light scrub the GRIP Activity Pad cleans up like new. I used a small soft bristle brush and simply let the pad air-dry. Within about half an hour the pad was ready for use again and seemed to also gain back some of its grip.



  • Multi-Colored. One characteristic that was useful to me was the pad having a different color on each side; one side black and the other side yellow. Depending on the activity I was doing on my tray, I liked having the option to flip the pad over to visually increase or decrease the contrast. I also like the option to choose the color showing on my tray when going about my daily routine. Sometimes the bright yellow was helpful in situations where I wanted my tray surface to stand out. Other times I preferred the black side since it blended in with the tone of my chair.



  • Portable and Travel Friendly- Traveling with this pad was easy and convenient. I found I was able to roll the pad and place it in my bag and unroll whenever I needed a non-skid surface at my fingertips. As an added benefit, this pad did not loose shape or wrinkle.


Learn more about and purchase the GRIP Activity Pad and other non-skid related products by visiting the SchoolHealth.com website!

This blog was written by EnableMart Blog Writer Gabe Ryan from Sacramento, California. Gabe has used a wheelchair since he was three years old and is an experienced user of assistive technology tools. Some of these tools have been life-changing for him and he looks forward to sharing his experiences and perspectives with our blog readers. Gabe enjoys abstract paintings, is an avid music lover, and enjoys using his iPad and iPhone to connect with family, friends and the community.

Posted in Early Childhood

Worried about lice outbreaks? Don’t lose your head.

As students with their winter hats and caps return to school from break, we’ll see another visitor come with them: head lice.


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Winter is a more active time for lice outbreaks as children have more close contact and often share coats, scarves, and hats with one another. And as lice outbreaks increase, so does the news around them. Lately parents and health professionals have been bombarded by over-hyped information campaigns about “super lice.” When we hear “super lice” we immediately conjure mental images disgusting bugs that are bigger and stronger than any kind of lice or nit that we’ve seen before. We picture them crawling around the scalps of children and jumping menacingly as they spread among the children of the school.

We naturally become concerned for the welfare of children when they hear these fear-inducing names. We look for ways to respond quickly, and with brutal force – hoping to prevent the spread of infestation.  However, this response can sometimes create problems where none existed before.

Know the facts - “Super lice” are actually treatment-resistant lice with a media-hyped name. As an example, think of infections that are resistant to antibiotics. Treatment resistant lice are created in much the same way – through improper use of chemical applications or prescription treatments.

Interestingly, treatment resistant lice are not a new phenomenon. These kinds of lice have been present in schools for over 40 years.


Campaigns and media stories about super lice contain pieces of information that, while factual, are dangerous when taken without context. This can breed fear and cause further problems. For example, improper treatment with harsh chemicals and pesticides is one of the ways that treatment-resistant lice have become stronger. And sometimes parents resort to home remedies such as mayonnaise or olive oil that are not scientifically proven to be effective in treating lice. That's why manual removal through combing is a critical part of treating any lice infestation.

Combing is the only safe and effective method to end infestations especially for lice that are resistant to chemical treatments. School Health is pleased to offer the LiceMeister® Comb, which has the US Food and Drug Administration clearance as a medical device for the purpose of screening, detecting, and removing lice and their eggs (nits). Lice combs are also useful for removing dead nits from the hair in order to reduce diagnostic confusion and the chance of unnecessary re-treatments in the future.

How you can be prepared - Parents should become proactive in the examination and treatment (when necessary) of their children when they are exposed to lice. With proactive examinations, parents are able to identify lice concerns early which makes treatment easier, and helps prevent the spread of lice among students.

Sometimes, identifying head lice can be quite difficult. Using the LiceMeister Comb along with a magnifying lens is recommended to accurately identify lice. It can be easy to confuse nits with dandruff, hair spray droplets, and dirt particles.

  • The best diagnosis is made by finding a live nymph or adult louse on the scalp or hair of a person.

  • Nits attached firmly within 1/4" of the base of hair shafts may indicate an infestation if no moving nits are found. This is not accurate 100% of the time.


Watch for signs of lice - that "Tickly" Feeling Can Be a Sign of Head Lice

Head lice symptoms include:

  • A tickling feeling or a sensation of something moving in the hair

  • Frequent itching

  • Sores from scratching


Oh no, head lice! The National Pediculosis Association (NPA) has identified tips to help parents and schools control head lice without the danger of exposing children and their environment to pesticides and other harsh chemicals.

NPA’s Tips for Parents:

  1. Know how to identify lice and nits in advance of outbreaks. (See NPA’s Critter Card)

  2. Know how to check heads at home so kids can arrive to the group setting lice and nit free. (See NPA’s LiceMeister comb teaching video)

  3. Know your child's school policy on head lice. Policies vary greatly from school to school.


Of course, the best way to treat lice is not to get them in the first place.

Posted in Lice Prevention and Early Childhood

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