A Qualitative Study of Occupational Therapy's Role in Adolescent Transition in a Midwestern Coalition of Many School Districts

Goals and Expectations of Continuation High School Students Transitioning to Postsecondary Education

“…Occupational therapy (OT) supports students with special needs to participate successfully in secondary education and prepare for transitioning to postsecondary activities and adulthood (Copley, Turpin, Gordon, & McLaren, 2011;Gangl, Strecker Neufeld, & Berg, 2011;Juan & Swinth, 2010;Marczuk, Taff, & Berg, 2014;Passmore, 2004;Paul-Ward, 2009;Spencer, Emery, & Schneck, 2003). Whether working with students with disabilities, or who are in foster care, are refugees, or have experienced a disconnection from school, occupational therapists play a unique role in recognizing and addressing barriers that impede the students' full participation in meaningful occupations, such as pursuing PSE.…”

Weekly Calendar Planning Activity (WCPA): A Performance-Based Assessment of Executive Function Piloted With At-Risk Adolescents

“…Although occupational therapists have traditionally worked in school settings to fulfill legal mandates, an unmet opportunity exists to expand their role to better prepare high school youth with the skills and habits necessary for success in life (Gangl, Neufeld, & Berg, 2011). Occupational therapy practitioners can be classroom consultants, making recommendations to improve classroom performance.…”

Understanding self-determination as a crucial component in promoting the distinct value of occupational therapy in post-secondary transition planning

“…The current federal emphasis on improving transition outcomes for students with disabilities provides an opportunity for the occupational therapy profession to secure a role as crucial members of transition teams by articulating how self-determination concepts, research, and models relate to the central tenants of occupational therapy, and by demonstrating the ability to improve transition outcomes for all students by effectively promoting the performance of self-determination skills. We believe that an important first step is for occupational therapy practitioners to have a basic fluency in the construct of self-determination and its evidence-base (Orentlicher et al, 2015, p. 36; Schefkind & Carlson Carroll, 2015) so that occupational therapists can clearly articulate their potential contributions to other professionals and administrators on the IEP team (Gangl et al, 2011; Mankey, 2011). Further, including transition and self-determination in entry-level occupational therapy curricula is crucial to advancing the profession in these practice areas.…”

“…Almost 20 percent of the occupational therapy profession works in school-based settings (American Occupational Therapy Association, 2015). While their place on the Individualized Education Program (IEP) 5 team is well established, occupational therapy practitioners increasingly report that they are limited by other professionals’ perceptions that they are only “the people who work on handwriting/fine motor or sensory integration” (Gangl, Strecker Neufeld, & Berg, 2011, p. 161). This presents a challenge for occupational therapists who are working with adolescents as they prepare to transition from the education system to work, learn, and participate in their communities as adults (Cahill, Mcguire, Krumdick, & Lee, 2014; Leigers, Myers, & Schneck, 2016; Mankey, 2011).…”