Mentoring & Seminars

Dr Susan Lowe is the owner and Principal Occupational Therapist of Skills for Kids. Susan is uniquely positioned within the occupational therapy profession and within the education system having worked as an occupational therapist in clinic and school settings for 25 years. She is a highly qualified conference presenter and mentor, resulting from her work with children who experience learning, intellectual, social, behavioural and emotional difficulties. Susan combines practical experience with extensive research having completed a PhD focusing on ‘Cognitive Strategies and School Participation for Students with Learning Difficulties’. Susan now

  • teaches at international programmes, school professional development days and teacher / parent workshops
  • mentors occupational therapists
  • works directly with schools, increasing teacher capacity to meet the inclusive learning needs of students with executive functioning difficulties. While models of service delivery vary, knowledge sharing typically occurs through an assessment-programming process, formal teaching and team teaching

Susan is keen to establish strong partnerships between teachers, parents and therapists, increasing children’s readiness for learning through more efficient thinking strategies, and developing resilience in vulnerable children.


Susan has co-authored

  • PRPP@SCHOOL Teacher Questionnaire and PRPP@HOME Parent Questionnaire. These questionnaires form a companion assessment tool to the Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis (Chapparo and Ranka, 2005). The purpose of these valid and reliable questionnairies, as part of a comprehensive assessment, is to gather information about teacher and parent observations of children’s cognitive strategy use for participation in everyday activities at school, home and community. Susan and the occupational therapists in her practice use this assessment to provide a dynamic, contextual and cognitive based intervention program for children, increasing their skills, confidence and enjoyment.
  • ‘Work At School: Teacher And Parent Perceptions About Children’s Participation’ in Work: A Journal of Prevention, Assessment and Rehabilitation, 36(2), 249-256
  • ‘School: Participating In More Than Just The Classroom’ in Kids Will Be Kids: A Childhood Occupations Approach edited by S. Lane & A. Bundy.


Susan enjoys presenting information which

  • Targets the specific needs of teachers, parents or other occupational therapists.
  • Connects current research theory to practical everyday strategies
  • Links assessment processes to intervention strategies



Content for conferences, workshops or seminars could include:

  • Occupational Therapy and Learning Difficulties
    Assessment to identify specific problems with participation and cognitive engagement; Programming strategies to increase independent learning
  • Never Focussed …Never Ready
    Attention, Recall and Planning strategies for the classroom / home
  • Friends Are Such Hard Work
    Learning how to play, make friends, keep friends, communicate feelings in safe and appropriate ways, solve problems and manage conflict
  • Being Resilient
    Persevering with school work, games and friends even when things are too hard
  • Getting A Grip On Handwriting
    Practical mechanical, sensory and cognitive strategies to improve legibility
  • Brain To Paper
    Cognitive strategies to enable children to increase quality and quantity of output within a set time frame for writing – classroom tasks, assignments, projects and essays
  • Primary School Readiness
    Transition from Preschool to Kindergarten with particular emphasis on fine motor output in the classroom
  • High School Readiness
    Transition from Primary School to High School with particular emphasis on attention and organisation strategies
  • Fit Fingers
    Enabling children to participate with control and fluency in classroom fine motor activities – colouring, drawing, cutting, construction, craft
  • Learning Though The Senses
    Combined sensory and cognitive strategies to support children who have autism spectrum disorder or children who are overwhelmed by their sensory environment
  • Body Aware
    Supporting children who are clumsy and awkward in their coordination and planning of movement

Other Options – YOU CHOOSE!!!!



For teachers, workshop content would address the following Teaching Standards

ELEMENT 2: Teachers know their students and how they learn
2.2.3 Apply practical and theoretical knowledge and understanding of the different approaches to learning to enhance student outcomes
2.2.5 Demonstrate the capacity to apply effective strategies for teaching students with special education needs and students with challenging behaviours

ELEMENT 3: Teachers plan, assess and report for effective learning
3.2.5 Use a broad range of effective strategies to assess student achievement of learning outcomes

ELEMENT 5: Teachers create and maintain safe and challenging learning environments through the use of classroom management skills
5.4.4 Promote and model classroom strategies that maximise student learning

ELEMENT 6: Teachers continually improve their professional knowledge and practice
6.2.3 Engage in professional development to extend and refine teaching and learning practices