Interventions to support transition-age students

Benson and colleagues (2021) conducted a study with 11 parents of transition-age students with intellectual and developmental disabilities to understand their perspectives about educational transitions. Results from the study show that school teams use different approaches for transition planning (such as offering a set of predefined options versus using a person-centered planning approach), and that parents want teams to do more for their children. None of the parents reported occupational therapy (OT) as being part of their child’s transition plan. Parents appreciated the support they received from the transition teams but were confused about the steps involved in transition planning and were frustrated about limited resources and post-school options. Parents expressed self-doubt and felt that they were the most invested in driving the transition process for their child. Occupational therapy practitioners (OTPs) use person-centered approaches and provide customized interventions to address the skills necessary to be successful in work, post-secondary education, and community settings. OTPs should be included in transition teams and develop programs to facilitate success with social and community participation, work, and independent living.