Background: Occupational therapy in the school setting provides services for students with special needs. The occupational therapist uses a task analyze educational activities in order to help the student participate successfully in the educational environment.  They implement direct intervention on sensory motor perceptual-cognitive and psychosocial dysfunctions of students and indirect interventions such as counseling to teaching staff and parents in order to provide a context for the development of effective educational strategies.

Conclusion: Direct and indirect interventions resulted in significant clinical outcomes in schools but more research should be done by occupational therapists in Iranian schools. This article briefly discusses the performance and role of the occupational therapists in schools.

Background: Handwriting as a visible trace of spoken language is an essential skill for learning and using the knowledge. This skill is necessary to success and participates in various activities. Handwriting problems influence on education and social performances of students. Also, it can effect on job achievement, personal relationships and activity performance. Therefore, early assessment and intervention is necessary to prevent problems in the future. In addition to reviewing the client’s history, many standardized tools are used for evaluation. Many tools are available to evaluate the handwriting process (sensory motor, perceptual, cognitive and psychological components). To evaluate the handwriting product, the Persian handwriting assessment tool is the only available tool.

Conclusion: Occupational therapy interventions in the field of handwriting problems include neurodevelopmental, educational, sensory motor, biomechanical and psychosocial approaches. Using a combination of these approaches increases the effectiveness of interventions. It is necessary to have sufficient knowledge about the handwriting problem. Also, early evaluation and intervention are essential to prevention. It is suggested to use appropriate and standardized tool in order to evaluate. Also, Integration of different therapeutic approaches in meaningful and purposeful activities is recommended to therapist and educational specialists.

Background: Music is one of the common therapeutic interventions using along with usual therapy in autism spectrum disorder (ASD). This is one of the complementary and alternative medicine coincides with children and has positive effects on them. Therefore, this article aims to indicate some evidence about music application in autism and points the importance of using music in ASD because of the inexpensive, easiness and attractive features of the music.

Conclusion: Based on ASD studies, we can use music for improving social skills, interpersonal relationships, and verbal skills, motor functions, behavioral problems and self care issues. Although, most of the studies in this field are case reported, case studies with small sample sizes, but encouraging therapists to use music in their therapy sessions can be effective to expand this efficient therapeutic method.

Background: Visual perception disorder is one of the problems that lead to occupational dysfunction in educational functions and school activities.

Conclusion: Therefore, occupational therapists are responsible of therapy and rehabilitation of this disorder. Assessment and therapies will facilitate the participation of children in life.

Background: Nature, definitions and theories of play in humanistic sciences is known with psychologocal origin. Among medicine and rehabilitation sciences, occupational therapy is the only profession that deals with a particular focus on play.

Conclusion: In this paper, the role of play in pediatric occupational therapy is discussed and the exsicting model is explained. Overall, the viewpoint of this model is congruent with exsicting definitions about play in psychology. It proposes that the special criterias are necessary to name an activity as a play; we can not name every structural  training exercise as the play.

Background: Reading is one of the highlighted skills in learning. Hearing impairment can be lead to reading disorder in children with hearing impairment. The aim of occupational therapy is education, cognition, evaluation and as well as removing barriers to learning.  

Method: This is a case study about a student with hearing impairment and reading disorder. Primary evaluations performed on three dimensions: physical, mental and psychological. Assessment tools were included: observation, interview with teachers and parents, hearing tests, attention test and so on. After assessment, according to the results, the sessions were prepared. Also, strategies were suggested to parents.

Results: Primary assessment presents the signs of anxiety and low self-esteem. Cognitive problems include deficit of visual and auditory memory, auditory discrimination, limitation of vocabulary and comprehension. The mean speed of reading was about 14 words in a minute and it was increased to 20 words in a minute at the end of sessions. Abilities of student were improved in all domains of cognition with except auditory discrimination.

 Conclusion: If the teachers be aware of some inabilities in students and apply the useful strategy, the ability of students will be improved.

Background: The students with Specific Learning Disorders (SLD) have deficits in special aspects of perceptual processes involved in understanding or in using language, spoken or written, that may manifest itself to inability to listen, think, speak, read, write, spell or do mathematical calculations. Along with teachers, occupational therapist, speech therapist and psychologist help the student for improving their abilities.

Conclusion: This article explains the role of occupational therapy and teachers on children with SLD. We have brief look to assessments and interventions by occupational therapists and we answer to some common questions.

Keywords: Occupational therapy, students, Specific learning disorders

Background: Students with autism spectrum disorder are faced with serious challenges such as dismissal, low income, emotional and behavioral problems like self-respect, depression, and aggression in their employment course due to the difficulties- which continue into adulthood- in social and academic skills. The research aims to put forth solutions to pre-professional and professional rehabilitation for teachers of the children afflicted with autism spectrum disorder.

Conclusion: As teachers are the only educational sources of the students, they make students better adapt to the daily life and working conditions with recourse to some basic skills by teaming up with the occupational therapists. The research concludes that teachers can help the children, afflicted with autism spectrum disorder, in better adaptation by relying on life skills, educational skills, perception, vision, coming up with natural situations in order to acquaint and reduce stress, systematic programs, perception of details and emotions, nonverbal IQ, language comprehension, expressive language, and executive functions.

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