More thoughts on the difference between therapy and education...
The best thing about therapy is that it is client-driven. While special education is supposed to be individualized, many times the individualization comes from the IEP goals. Curriculum stays the same and is applied to every student. Therapy, in my opinion, has to evolve with each client and during every session. I often make plans for sessions that go up in smoke as soon as the clients walk into the therapy room. For example, I planned a rhythm writing and reading game that required teamwork and listening, but the classroom came in and were engaed in several arguments. There was no group cohesion. Teamwork was not an option unless riots were the goal of the session. Junk the rhythm game plan - went to ribbon stick dancing. This allowed the clients to move around the room (great for centering the thoughts, tiring the body, increasing blood flow to the brain, and for calming!) and interact with only the persons that they wanted to interact with. I, as the therapist, observed the dynamics of the group and was able to smooth out potential problems and direct attention elsewhere. The teacher came in and looked appalled that we were moving wherever we wanted and were loud and busy. I merely smiled. The students left the room as a cohesive group, interacting with one another without the prior stresses or conflicts. Teamwork attitudes had been achieved. There are times when junking the plan is necessary. More ramblings later as this evolves in my brain...
The best thing about therapy is that it is client-driven. While special education is supposed to be individualized, many times the individualization comes from the IEP goals. Curriculum stays the same and is applied to every student. Therapy, in my opinion, has to evolve with each client and during every session. I often make plans for sessions that go up in smoke as soon as the clients walk into the therapy room. For example, I planned a rhythm writing and reading game that required teamwork and listening, but the classroom came in and were engaed in several arguments. There was no group cohesion. Teamwork was not an option unless riots were the goal of the session. Junk the rhythm game plan - went to ribbon stick dancing. This allowed the clients to move around the room (great for centering the thoughts, tiring the body, increasing blood flow to the brain, and for calming!) and interact with only the persons that they wanted to interact with. I, as the therapist, observed the dynamics of the group and was able to smooth out potential problems and direct attention elsewhere. The teacher came in and looked appalled that we were moving wherever we wanted and were loud and busy. I merely smiled. The students left the room as a cohesive group, interacting with one another without the prior stresses or conflicts. Teamwork attitudes had been achieved. There are times when junking the plan is necessary. More ramblings later as this evolves in my brain...
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