A Qualitative Study of Occupational Therapy's Role in Adolescent Transition in a Midwestern Coalition of Many School Districts

Abstract

Two years after high school, adolescents with disabilities struggle with employment, independent living, and continuing education. These struggles call for school-based occupational therapists to take a role to impact outcomes. The perceptions of occupational therapists within transition services in a large Midwestern coalition were examined. Through semistructured interviews with 4 nonoccupational therapy transition professionals and a focus group with occupational therapists, 3 themes emerged: (a) “I couldn't even begin to describe the essential functions of an occupational therapist”; (b) “Unless the kids get direct services, which a lot of these kids aren't, I don't have any part in their transition services”; and (c) “I don't feel that [OT] is looked at as a priority in transition.” Occupational therapy continues to be underutilized in school-based transition services. Suggestions are provided to enhance the role within system-wide delivery changes.