Transition from school to community living

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.
• 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.