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Related Experiment Videos

Transition from school to community living

C Brollier1, J Shepherd, K F Markley

  • 1Department of Occupational Therapy, Virginia Commonwealth University, Richmond 23298.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|April 1, 1994
PubMed
Summary

Preparing students with moderate to severe disabilities for community living and employment requires a team-based, functional approach. Occupational therapy focuses on real-life activities, moving beyond simulations for successful transitions.

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Area of Science:

  • Occupational Therapy
  • Special Education
  • Disability Studies

Background:

  • Transitioning students with moderate to severe disabilities from school to community living is a legal mandate.
  • This process necessitates collaboration among various professionals and family members.
  • Current practices sometimes rely on prereadiness skills rather than functional, real-world activities.

Purpose of the Study:

  • To review the literature on school-to-community transition for students with disabilities.
  • To explore strategies for enhancing parental involvement in the transition process.
  • To provide examples of functional assessments and interventions in occupational therapy.

Main Methods:

  • Literature review of existing research and practices.

Related Experiment Videos

  • Analysis of team-based approaches to transition planning.
  • Identification of functional assessment and intervention strategies.

    • Main Results:

    • The transition process requires a multidisciplinary team approach focusing on student and family-centered goals.
    • Functional, environmentally based assessments and interventions are crucial for real-life activities.
    • Increased parental participation can positively impact transition outcomes.

    Conclusions:

    • Occupational therapy plays a vital role in facilitating successful transitions through functional interventions.
    • A shift towards real-life activities and environmental contexts is essential for students with moderate to severe disabilities.
    • Collaborative, family-centered planning enhances post-school outcomes.