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A child’s occupation is to play and learn and in the case of children’s Occupational Therapy, the word "occupation" refers to play, self-care, school work and any other activities that occupy the child’s day. 
As a Paediatric OT, I aim to provide comprehensive assessment and treatment for children who are having difficulty with their everyday tasks (occupations) to help them to thrive at home, school, and within their community. 

When a child is referred to Occupational Therapy, an assessment of their skills will be completed. Engagement with parents and teachers is essential to complete this process. During an Occupational Therapy assessment a child’s skills, abilities, and needs are established through a number of strategies which can include: 

1. Observation of the child engaging in meaningful activities, e.g., playing
2. Standardised Assessments, e.g., Movement Assessment Battery for Children, Beery-Butenka     Test of Visual-Motor Integration skills
3. Non-standardised Assessments, e.g., Questionnaires
4. Assessing the school/home environment based on the child’s needs.
5. Review of previous reports, documentation, etc.
Depending on the need identified, a very specific assessment of skills may be recommended, for example, an assessment of handwriting involving assessing the handwriting itself as well as all the component skills necessary for efficient, functional handwriting. An assessment of sensory processing may be required or an assessment of motor skills.

In some cases, a comprehensive assessment is necessary, which will involve assessment of many or all of these skills.  

Child With Paint on Hands

Colette can provide comprehensive, standardised assessments and interventions in many areas including:
Gross and fine motor difficulties
Visual perceptual difficulties
Visual Motor Integration
Sensory Integration
Handwriting difficulties
Developmental Co-Ordination
Developmental Delay
School readiness
Assessment of Need
Activities of Daily Living 

I have completed assessments and successful applications for assistive technology for schools and made successful recommendations in line with current Departmental guidelines (RACE and DARE).