Occupational Therapists’ Beliefs and Involvement with Secondary Transition Planning

ABSTRACT

The purpose of the study was to investigate the involvement and beliefs toward possible involvement of occupational therapy in one geographical area of the United States in regard to secondary transition planning for students with disabilities. Secondary transition planning is mandated by federal legislature and occurs while the student is attending high school. This planning process is to assist high school students with preparation for successful living after graduation. The types and frequency of occupational therapy services being included in the planning were explored along with the specific factors that might facilitate and/or hinder occupational therapy involvement. The results revealed generally low involvement of occupational therapists in the planning for the students as they plan and prepare for adult roles. In contrast, majority of the respondents indicated positive beliefs in regard to whether occupational therapy could play a role in secondary transition planning. Factors that encourage occupational therapy involvement in the planning process and factors that hinder involvement were reported. A lack of knowledge of possible contributions that occupational therapy can provide to enhance the planning for the student appeared to be a major factor for both the therapists and school personnel. In conclusion, the results of the study indicate minimal involvement of the school-based therapists but positive beliefs toward their possible involvement. These results clearly indicate the need for greater communication between disciplines and increased understanding of each discipline's role in providing secondary transition services.

KEYWORDS. :

• daily living skills
• quality of life
• school performance
• self-care
• transitions to adulthood