The Role of the School-Based Occupational Therapist in Secondary Education Transition Planning: A Pilot Survey Study

Abstract

This pilot study suggests that occupational therapists may not be participating in transition services to their fullest potential. While the low response rate in this study precludes generalization, this information is important to guide further study as well as to shape efforts to increase occupational therapy's role in this important service area within school-based practice.

Occupational Therapists’ Beliefs and Involvement with Secondary Transition Planning

“…Occupational therapists have the professional skills and specialized knowledge and therefore are ideal to be part of the transition team by providing appropriate support and adaptations necessary for successful transitioning. Areas that occupational therapy can address include assistive technology, community mobility, social skills development, daily living skills, physical and sensory functioning, and leisure interests (Gibson et al, 2010;Kardos & White, 2005, 2006Orentlicher & Michaels, 2003a). School-based practice has traditionally focused on specific skill development rather than on reallife activities in a natural environment, hence providing services in secondary transition may require paradigm shift for some occupational therapists (Kardos & White, 2005, 2006.…”

“…The first transitional period is considered the early childhood transition, typically at 3 years of age and the second transitional period is often referred to as the secondary transition, typically at 16 years of age (Conaboy et al, 2008;Kardos & White, 2005;US Department of Education Secondary Transition Office of Special Education, 2007). The IDEA (US Congress, 2004) clearly addresses the planning and preparation of students with disabilities for adulthood through secondary transition services.…”

Occupational Justice, School Connectedness, and High School Dropout: The Role of Occupational Therapy in Meeting the Needs of an Underserved Population

“…Although school success is impacted by sensory and motor performance, healthy participation is determined by many other factors for which school-based occupational therapists are well-equipped to intervene. Although often unrealized, occupational therapists also take on other roles in schools through consultation with teachers and program development around topics such as transition planning, universal design of classrooms for learning, emotional health, physical fitness, social skills, and vocational skills (AOTA, 2010;Hanft & Shepherd, 2008;Jackson, 2007;Kardos & White, 2005;Scaffa, Reitz, & Pizzi, 2010). Downloaded by [University of Exeter] at 03:03 05 June 2016 A final, but critical, consideration involves the role of the occupational therapy profession in the context of dropout and how that problem is defined to address the needs of at-risk youth and families.…”

Exploring Funding for Occupational Therapy in Transition Services

“…Previous research has cited reimbursement as one possible limiting factor to involvement of occupational therapy in transition services (Kardos & White, 2005;Mankey, 2011). It is reasonable to assume the reimbursement structure in Arkansas is similar to many states.…”

“…Previous research on transition services within the school systems has identified reimbursement as one of the contributing factors that hinder involvement (Kardos & White, 2005;Mankey, 2011). Clearly, the availability of revenue can greatly influence the existence of services to individuals with disabilities.…”